In the present article the papers by Morrison, Siegel and Ryan, and Stanovich are critically reviewed with editorial comments on both theoretical and empirical issues associated with alternative explanations of word decoding deficiencies in poor readers. Similarities and differences in theoretical perspectives are noted, but convergence in definition of problem areas and research methodology are highlighted.
Get full access to this article
View all access options for this article.
References
1.
Baron, J. (1979). Orthographic and word specific mechanisms in children's reading of words. Child Development, 50, 60–72.
2.
Birch, H. G. (1962). Dyslexia and maturation of visual function. In J. Money (Ed.), Reading disability: Progress and research needs in dyslexia (pp. 161–169). Baltimore: Johns Hopkins Press.
3.
Gibson, E. J. (1971). Perceptual learning and the theory of word perception. Cognitive Psychology, 2, 351–368.
4.
Liberman, I.Y., & Shankweiler, D. (1979). Speech, the alphabet and teaching to read. In L. Resnick & P. Weaver (Eds.), Theory and practice of early reading (Vol. 2, pp. 109–132). Hillsdale, NJ: Erlbaum.
5.
Morrison, F. J., & Manis, F. R. (1982). Cognitive processes and reading disability: A critique and proposal. In C.J. Brainerd & M. Pressley (Eds.), Verbal processes in children (pp. 59–93). New York: Springer-Verlag.
6.
Orton, S. T. (1925). "Word-blindness" in school children. Archives of Neurology and Psychiatry, 14, 581–615.
7.
Shankweiler, D., Liberman, I. Y., Mark, L. S., Fowler, C. A., & Fischer, F. W. (1979). The speech code and learning to read. Journal of Experimental Psychology: Human Learning and Memory, 5, 531–545.
8.
Vellutino, F. R. (1979). Dyslexia: Theory and research.Cambridge, MA: MIT Press.
9.
Vellutino, F. R., & Scanlon, D. M. (1982). Verbal processing in poor and normal readers. In C. J. Brainerd & M. Press-ley (Eds.), Verbal processes in children (pp. 187–264). New York: Springer-Verlag.
10.
Vellutino, F. R., Harding, C. J., Phillips, F., & Steger, J. A. (1975). Differential transfer in poor and normal readers. Journal of Genetic Psychology, 126, 3–18.
