Abstract
Despite some disagreements among the respective
authors, the previous two articles contain many thoughtful
recommendations about how to conceptualise reading
disability. My reactions will be organised around two
issues: the role of intelligence in understanding reading
disability and the implications that recent work on
subtypes has for the phonological core deficit model.
Publisher
Cambridge University Press (CUP)
Subject
Psychiatry and Mental health,Clinical Psychology,Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health
Cited by
21 articles.
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