Decoding, Reading, and Reading Disability
- 1 January 1986
- journal article
- research article
- Published by SAGE Publications in Remedial and Special Education
- Vol. 7 (1) , 6-10
- https://doi.org/10.1177/074193258600700104
Abstract
To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both. It is argued that the first is dyslexia, the second hyperlexia, and the third common, or garden variety, reading disability.Keywords
This publication has 19 references indexed in Scilit:
- The Enigma of HyperlexiaReading Research Quarterly, 1982
- Development of components of reading skill.Journal of Educational Psychology, 1980
- Learning to read: an unnatural actAnnals of Dyslexia, 1980
- Cytoarchitectonic abnormalities in developmental dyslexia: A case studyAnnals of Neurology, 1979
- Factor analysis of the WISC-R at 11 age levels between 61/2 and 161/2 years.Journal of Consulting and Clinical Psychology, 1975
- A study of children with hyperlexiaNeurology, 1973
- The 13th Easy Way to Make Learning to Read Difficult: A Reaction to Gleitman and RozinReading Research Quarterly, 1973
- Reading: A psycholinguistic guessing gameJournal of the Reading Specialist, 1967
- Auditory-visual integration in normal and retarded readers.Australian and New Zealand Journal of Surgery, 1964
- CONGENITAL WORD-BLINDNESS.The Lancet, 1900