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Specific reading disability: a multiplanar view.

B K Shapiro1

  • 1The Johns Hopkins University School of Medicine, Kennedy Krieger Institute, Baltimore, Maryland 21205, USA. shapiro@kennedykrieger.org

Mental Retardation and Developmental Disabilities Research Reviews
|March 10, 2001
PubMed
Summary
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Specific Reading Disability (SRD) research has advanced, highlighting phonology's role. However, whether phonological deficits cause SRD or are merely associated requires further investigation.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Education

Background:

  • Societal shifts have increased research into disabilities, including Specific Reading Disability (SRD).
  • SRD research has evolved, focusing on neurobiology, management, and persistent challenges.
  • Understanding functional impairments is key to improving lives of individuals with disabilities.

Purpose of the Study:

  • To review the evolution of Specific Reading Disability (SRD) research.
  • To present new findings on SRD's neurobiology and management.
  • To identify remaining challenges in SRD research and understanding.

Main Methods:

  • Literature review of studies on Specific Reading Disability (SRD).
  • Analysis of evidence supporting the role of phonology in SRD.

Related Experiment Videos

  • Examination of research questioning SRD classification and mechanisms.

    • Main Results:

    • Strong evidence links phonological deficits to Specific Reading Disability (SRD).
    • Adults with compensated SRD may still exhibit phonological disorders.
    • The causal relationship between phonological deficits and SRD remains debated.

    Conclusions:

    • Phonology is strongly associated with Specific Reading Disability (SRD), but causality is unproven.
    • The uniqueness of SRD and phonological dysfunction as its sole mechanism is questioned.
    • All poor readers might share a core phonological deficit (dysphonology), irrespective of IQ discrepancy.