Inferential Word-Decoding Weakness in Reading Disabled Children

Abstract

Evidence is presented that a large number of reading disabled (RD) children, especially younger ones, exhibit impaired inferential thinking in a head-fitted word-decoding task. This weakness is theorized to be linked to a lag in the development of phonological sensitivity. Recent work is reviewed that suggests phonological sensitivity can be enhanced by direct instruction, with carry-over benefits to word-recognition skill.