This paper presents a review of currentknowledge concerning the reading skills ofchildren and adults with Williams syndrome. The paper begins by highlighting themethodological issues surrounding research onreading in atypical populations and discussesthe issue of comparison groups. It proceeds toreview evidence from studies that havedescribed the reading profile observed inWilliams syndrome in relation to the documentedcognitive and linguistic profile, andspecifically examines the relationship betweenreading and phonological skills. The paperadvocates a more dynamic developmental approachto the study of reading in atypical populations.
Reading and Writing – Springer Journals
Published: Oct 13, 2004
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