By: Louisa Moats, Carol Tolman

 

Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.

 

Researchers have made considerable progress in understanding all types of reading disabilities (Fletcher et al., 2007). For purposes of research, "reading impaired" children may be all those who score below the 30th percentile in basic reading skill. Among all of those poor readers, about 70-80 percent have trouble with accurate and fluent word recognition that originates with weaknesses in phonological processing, often in combination with fluency and comprehension problems. These students have obvious trouble learning sound-symbol correspondence, sounding out words, and spelling. The term dyslexic is most often applied to this group.


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