Decoding, Reading, and Reading Disability

Gough, Philip B.; Tunmer, William E.

doi:10.1177/074193258600700104

Cited by 2,917 publications

(2,539 citation statements)

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“…First, we know from studies evaluating the relationship between printed word identification and written and oral language comprehension processes that reading comprehension is impaired in an individual who has inadequate facility in word identification, in terms of both accuracy and fluency, even if that individual has adequate language comprehension skills (Gough & Tunmer, 1986;Perfetti, 1985;Snowling, 2000a;Stanovich, 1991;Vellutino, 1979Vellutino, , 1987Vellutino, Scanlon, & Tanzman, 1994;Vellutino, Scanlon, & Chen, 1995a;Vellutino et al, 1996). These same studies demonstrate the converse, that is, that children who have inadequate facility in reading comprehension are typically found to have inadequate facility in word identification and related word-level skills such as spelling and phonological decoding.…”

Section: Manifest Causes Of Specific Reading Disability: Deficienciesmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,051

1,591

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We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

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Section: Manifest Causes Of Specific Reading Disability: Deficienciesmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,051

1,591

View full text Add to dashboard Cite

show abstract

“…Theoretical models typically conceptualise reading comprehension as the product of two skills or sets of skills. In the 'Simple View of Reading' (SVR) Gough and Tunmer (1986) proposed that reading comprehension is the product of decoding (word reading) and linguistic comprehension. Linguistic comprehension is seen as a complex process, involving the ability to access lexical information and derive sentence and discourse interpretations.…”

Section: Introductionmentioning

confidence: 99%

The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome

Nash

Heath

2011

Research in Developmental Disabilities

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“…When students read aloud, they often read for pages at a time and many students demonstrated significant difficulty with decoding and word recognition indicating that the text read was not at their instructional reading level. In light of what is known about the relationship between decoding and reading comprehension, this procedure likely interfered with the ability to comprehend the text for both the reader and for his/her classmates who were listening to the reading [69]. In addition to students reading aloud, teachers also frequently read aloud to the class.…”

Section: Discussionmentioning

confidence: 99%

Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

Ko¹,

Hughes

2015

Education Sciences

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Abstract:Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban high schools were observed and interviewed. Findings showed that teachers implemented a number of reading comprehension practices, not all were considered "best practice". The most frequently observed practices included reading aloud, questioning, seatwork, activating prior knowledge, and using graphic organizers. Explicit instruction in how and when to use reading comprehension strategies, however, was not observed. This study reveals the extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms and offers insight into factors that teachers state as influencing their instruction for students with LD.

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Decoding, Reading, and Reading Disability

Cited by 2,917 publications

References 19 publications

Specific reading disability (dyslexia): what have we learned in the past four decades?

Specific reading disability (dyslexia): what have we learned in the past four decades?

The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome

Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

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