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The multiple deficit model of dyslexia: what does it mean for identification and intervention?

The multiple deficit model of dyslexia: what does it mean for identification and intervention? Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia. The results are discussed in the context of implications for identification and an intervention approach that accommodates multiple deficits within a comprehensive skills-based reading program. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

The multiple deficit model of dyslexia: what does it mean for identification and intervention?

Annals of Dyslexia , Volume 68 (2) – Apr 24, 2018

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References (86)

Publisher
Springer Journals
Copyright
Copyright © 2018 by The International Dyslexia Association
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/s11881-018-0157-y
Publisher site
See Article on Publisher Site

Abstract

Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia. The results are discussed in the context of implications for identification and an intervention approach that accommodates multiple deficits within a comprehensive skills-based reading program.

Journal

Annals of DyslexiaSpringer Journals

Published: Apr 24, 2018

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