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Encyclopedia of Special Education : A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional IndividualsLearning Disability Subtypes

Encyclopedia of Special Education : A Reference for the Education of Children, Adolescents, and... patterns of deficits represent subtypes that predict level of severity, developmental course, or response to treatment. The search for a classification system for learning disabil- Siegel (1992) found that reading-disabled children, ity subtypes has been a problem of interest to education, whether or not their reading was significantly below the psychology, pediatrics, and neurology for many years. His- level predicted by their IQ scores, experienced significant torically, researchers focused on the theory that there was problems in phonological processing, short-term and work- such a thing as a learning-disabled child (Fisk & Rourke, ing memory, and syntactic awareness. On the basis of that 1983). Common theories reflected the concepts of neuro- data, she argues that there does not seem to be a need logical deficits, perceptual deficits, and language deficits. to further differentiate between individuals with dyslexia However, the notion of a singularity of cause, character- and poor readers. Both of the groups are reading dis- istics, and interventions began to be replaced in the early abled and have deficits in phonological processing, verbal 1960s as researchers focused more on the heterogeneity memory, and syntactic awareness. of the LD population. It has been increasingly recognized Wolf, Pfeil, Lotz, and Biddle http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Encyclopedia of Special Education : A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional IndividualsLearning Disability Subtypes

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References (1)

Publisher
John Wiley & Sons, Inc.
Copyright
Copyright © 2013 John Wiley & Sons, Inc. All rights reserved.
ISBN
9781118660584
DOI
10.1002/9781118660584.ese1391
Publisher site
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Abstract

patterns of deficits represent subtypes that predict level of severity, developmental course, or response to treatment. The search for a classification system for learning disabil- Siegel (1992) found that reading-disabled children, ity subtypes has been a problem of interest to education, whether or not their reading was significantly below the psychology, pediatrics, and neurology for many years. His- level predicted by their IQ scores, experienced significant torically, researchers focused on the theory that there was problems in phonological processing, short-term and work- such a thing as a learning-disabled child (Fisk & Rourke, ing memory, and syntactic awareness. On the basis of that 1983). Common theories reflected the concepts of neuro- data, she argues that there does not seem to be a need logical deficits, perceptual deficits, and language deficits. to further differentiate between individuals with dyslexia However, the notion of a singularity of cause, character- and poor readers. Both of the groups are reading dis- istics, and interventions began to be replaced in the early abled and have deficits in phonological processing, verbal 1960s as researchers focused more on the heterogeneity memory, and syntactic awareness. of the LD population. It has been increasingly recognized Wolf, Pfeil, Lotz, and Biddle

Published: Jul 15, 2013

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