Abstract
In this paper we examine reading (dis)ability from an interactionist perspective, and discuss the implications of this view for research on reading disability. The paper is divided into three sections as follows. The first section provides a brief historical perspective of the events leading to current views of reading disability and research practices in this area. The second section presents a review of selected literature that provides an interactionist perspective on reading (dis)ability. The final section provides a discussion of the implications of this perspective for future research on reading disability and presents examples of “interactive” research. Our general thesis in this paper is that research on reading disability must move away from the search for causative factors within the reader and toward the specification of the conditions under which different readers can and will learn.
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