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Annotation: Long‐Term Outcomes of Developmental Reading Problems

Annotation: Long‐Term Outcomes of Developmental Reading Problems Barbara Maughan Introduction Most readers of this Journal would find it hard to conceive of a day without reading: it is woven into our lives, providing information, delight—often access to our bread and butter. But for perhaps 10% of adults in this country (Al.BSU, 1987) the prospect of having to read or write is at best a chore, at worst a nightmare. Most will have struggled with reading from the start of their schooling: many will have faced a range of other difficulties along the way. The past two decades have seen major advances in our understanding of the cognitive bases of reading disabilities, and of the neuropsychological and genetic factors that play a role in their development (see Peiinington, 1991; Plomin, 1991 and Snowling, 1991 for recent overviews). By contrast, reliable evidence on the long-term outlook for children \vith reading problems is much more limited. Most follow-up studies have been confined to the school years, and have concentrated heavily on the development of children's cognitive skills. Studies reaching into adulthood, and in particular reports that assess social adjustment and psychological well-being, are still relatively rare. The follow-up literature also presents other difficulties. For reliable guidance on the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Child Psychology and Psychiatry Wiley

Annotation: Long‐Term Outcomes of Developmental Reading Problems

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References (52)

Publisher
Wiley
Copyright
Copyright © 1995 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0021-9630
eISSN
1469-7610
DOI
10.1111/j.1469-7610.1995.tb01296.x
Publisher site
See Article on Publisher Site

Abstract

Barbara Maughan Introduction Most readers of this Journal would find it hard to conceive of a day without reading: it is woven into our lives, providing information, delight—often access to our bread and butter. But for perhaps 10% of adults in this country (Al.BSU, 1987) the prospect of having to read or write is at best a chore, at worst a nightmare. Most will have struggled with reading from the start of their schooling: many will have faced a range of other difficulties along the way. The past two decades have seen major advances in our understanding of the cognitive bases of reading disabilities, and of the neuropsychological and genetic factors that play a role in their development (see Peiinington, 1991; Plomin, 1991 and Snowling, 1991 for recent overviews). By contrast, reliable evidence on the long-term outlook for children \vith reading problems is much more limited. Most follow-up studies have been confined to the school years, and have concentrated heavily on the development of children's cognitive skills. Studies reaching into adulthood, and in particular reports that assess social adjustment and psychological well-being, are still relatively rare. The follow-up literature also presents other difficulties. For reliable guidance on the

Journal

The Journal of Child Psychology and PsychiatryWiley

Published: Mar 1, 1995

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