Article1988

Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader

1,078 citations0/0 files storedJournal of Learning Disabilities

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical paradoxes for the psychometric definition of reading disability. This paper develops the phonological-core variable-difference model. This model of the cognitive characteristics of dyslexic children is one of the few that does not create psychometric paradoxes of the type that have plagued the learning disabilities field. The model provides a way to conceptualize the differences between dyslexic and garden-variety poor readers. The model highlights the importance of viewing the concept of dyslexia as the outcome of the application of an arbitrary criterion in a continuous distribution, thus avoiding the connotations of discreteness that have continually undermined our understanding of reading disability.

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References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1986Decoding, Reading, and Reading Disability 2010Peabody Picture Vocabulary Test 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1985Reading Research Advances in Theory and Practice 1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities

Cited by

1994Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.2006From single to multiple deficit models of developmental disorders 2000Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.2008On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography.2001Intensive Remedial Instruction for Children with Severe Reading Disabilities 1996Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.

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