Hostname: page-component-74656f9884-2dmjx Total loading time: 0 Render date: 2026-11-09T23:45:06.113Z Has data issue: false hasContentIssue false
  • English
  • Français

Who is dyslexic? Reply to Wolf

Published online by Cambridge University Press:  28 November 2008

Mark S. Seidenberg ,
Margaret Bruck ,
Gail Fornarolo  and
Joan Backman
Mark S. Seidenberg*
Affiliation:
McGill University, Montreal
Margaret Bruck
Affiliation:
McGill University, Montreal
Gail Fornarolo
Affiliation:
McGill University, Montreal
Joan Backman
Affiliation:
Izaak Walton Killam Hospital for Children, Halifax, N.S.
*
Mark Seidenberg, Department of Psychology, McGill University, 1205 Docteur Penfield, Montreal PQ, CanadaH3A 1B1
Get access Rights & Permissions [Opens in a new window]

Extract

Reading educators and clinicians dating from Orton (1928) have asserted that dyslexic children exhibit impairments in one or more aspects of the reading process that are not seen in nondyslexic children. There has been chronic disagreement about the identity and causes of these impairments, but their existence has been generally assumed. We will term this the standard view of dyslexia.

Information

Type
Response Articles, Notes and Discussion
Information
Applied Psycholinguistics , Volume 7 , Issue 1 , March 1986 , pp. 77 - 83
Copyright
Copyright © Cambridge University Press 1986

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Backman, J., Bruck, M., Hébert, M., & Seidenberg, M. S. (1984). Acquisition and use of spelling-sound correspondences in reading. Journal of Experimental Child Psychology 38, 114–133.CrossRefGoogle Scholar
Carpenter, C. (1983). Spelling error profiles of able and disabled children. Journal of Learning Disabilities 16, 102–104.CrossRefGoogle Scholar
Coltheart, M., Patterson, K., & Marshall, J. (1980). Deep dyslexia. London: Routledge & Kegan-Paul.Google Scholar
Holmes, D. L., & Peper, R. J. (1977). An evaluation of the use of spelling error analysis in the diagnosis of reading disabilities. Child Development, 48, 1708–1711.CrossRefGoogle ScholarPubMed
Moats, L. M. (1983). A comparison of the spelling errors of older dyslexic and second-grade normal children. Annals of Dyslexia, 33, 121–140.CrossRefGoogle Scholar
Morrison, F. (1984). Word decoding and rule-learning in normal and disabled readers. Remedial and Special Education, 5, 20–27.CrossRefGoogle Scholar
Olson, R. K. (1985). Disabled reading processes and cognitive profiles. In Gray, D. and Kavanagh, J. (Eds.), Behavioral measures of dyslexia. Parkton, Md.: York Press.Google Scholar
Orton, S. T. (1928). Specific reading disability-strephosymbolia. Journal of the American Medical Association, 90, 1095–1099.CrossRefGoogle Scholar
Seidenberg, M. S., Bruck, M., Fornarolo, G., & Backman, J. (1985). Word recognition processes of poor and disabled readers: Do they necessarily differ? Applied Psycholinguistics, 6, 161–180.CrossRefGoogle Scholar
Snowling, M. J. (1981). Phonemic deficits in developmental dyslexia. Psychological Research, 43, 219–234.CrossRefGoogle ScholarPubMed
Stanovich, K. E. (1985). Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity. In Torgenson, J. & Wong, B. (Eds.), Psychological and educational perspectives on learning disabilities. New York: Academic Press.Google Scholar
Treiman, R., & Hirsch-Pasak, P. (1985). Are there qualitative differences in reading behavior between dyslexic and normal readers? Memory & Cognition, 13, 357–364.CrossRefGoogle ScholarPubMed
Wolf, , (1986). The question of essential differences in developmental dyslexia: A response to Seidenberg, Bruck, Fornarolo, and Backman. Applied Psycholinguistics, 7, 69–75.CrossRefGoogle Scholar