reading disorders
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Rethinking Reading Disorders: Language Foundations, Risk Pathways, and Protective Factors
Understanding how children learn to read requires a comprehensive understanding of language, phonology, cognition, and environmental factors. While phonological processing deficits have long been considered central to dyslexia (Snowling, 2000; Vellutino et al., 2004), growing evidence suggests that reading difficulties can emerge from multiple developmental pathways, influence by a diverse combination of risk and protective factors (Hulme & Snowling, 2016; Catts et al., 2017). These individual differences underscore why some children struggle primarily with decoding, others with comprehension, and many with both.
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How far have we advanced this decade in understanding reading disorders?
Earlier this year, Margaret Snowling and Charles Hulme at the University of Oxford compiled an Annual Research Review for the Journal of Child Psychology and Psychiatry on reading disorders.
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