Response to Historical Perspective
- 1 January 1992
- journal article
- research article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 25 (1), 48-52
- https://doi.org/10.1177/002221949202500108
Abstract
The strength of Richardson's historical perspective of dyslexia is that it illuminates some historical antecedents of dyslexia that may be unfamiliar to readers. Its weakness is that it fails to address the definitional issues associated with dyslexia. These issues are addressed in the present article. A definition of dyslexia is offered that considers the nature of the processing limitation that underlies the disorder as well as the developmental changes that occur in the manifestation of the disorder.Keywords
This publication has 22 references indexed in Scilit:
- Where Did Everybody Go?Systems and Theories in Psychology (4th Edition), by MarxMelvin H. and Cronan-HillixWilliam A.. New York: McGraw-Hill, 1987. 509 pp. + xvi. $39.95.Psychological Science, 1990
- Looking Backward to See AheadBehaviorism, Neobehaviorism, and Cognitivism in Learning Theory: Historical and Contemporary Perspectives, by AmselAbram. Hillsdale, NJ: Erlbaum, 1989. 105 pp. + xiv. $19.95.Psychological Science, 1990
- Speech Production Deficits in Developmental DyslexiaJournal of Speech and Hearing Disorders, 1989
- Defining dyslexia as a developmental language disorderAnnals of Dyslexia, 1989
- Decoding, Reading, and Reading DisabilityRemedial and Special Education, 1986
- The cognitive neuropsychology of developmental (and acquired) dyslexia: A critical surveyCognitive Neuropsychology, 1985
- Phonological Awareness and Verbal Short-Term MemoryJournal of Learning Disabilities, 1984
- An invited article: Phonological recoding and reading acquisitionApplied Psycholinguistics, 1983
- Categorizing sounds and learning to read—a causal connectionNature, 1983
- Short-term memory deficits in reading disabled children, in the absence of opportunity for rehearsal strategiesIntelligence, 1981