Introduction

Introduction Reading and Writing: An Interdisciplinary Journal 15: 433–437, 2002. © 2002 Kluwer Academic Publishers. Printed in the Netherlands. 1 2 MARGARET J. SNOWLING & JEAN-EMILE GOMBERT 1 2 University of York, UK; University of Rennes 2, France In recent years, a vast amount of evidence has accumulated on children’s reading development. Indeed, it is fair to say that the process of learning to read is sufficiently understood to inform educational practice. However, there is still a paucity of research on the reading skills of children of low cognitive ability who arguably are most in need of skilled teaching. These children are described in the USA as having mental retardation (DSM-IV) and in UK/Europe as having Special Educational Needs because of their Learning Difficulties (ICD-10). Ironically, although there is only a weak correlation between reading skills and IQ (Siegel 1993), the problems that children with learning difficulties have with the acquisition of literacy are commonly attrib- uted to their low intelligence. The striking case of ‘hyperlexia’, children who decode well in advance of expectation based on mental age (Nation 1999), underlines the fact that low IQ is not an explanation for reading failure. It is therefore important for researchers to http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2002 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1016312101897
Publisher site
See Article on Publisher Site

References

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