The Multiple Deficit Model of Dyslexia: What Does It Mean for Identification and Intervention?

Autor/inn/en	Ring, Jeremiah; Black, Jeffrey L.
Titel	The Multiple Deficit Model of Dyslexia: What Does It Mean for Identification and Intervention?
Quelle	In: Annals of Dyslexia, 68 (2018) 2, S.104-125 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ring, Jeremiah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-018-0157-y
Schlagwörter	Dyslexia; Disability Identification; Intervention; Reading Difficulties; Cognitive Processes; Children; Reading Programs; Phonology; Models; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Cognitive process; Kognitiver Prozess; Child; Kind; Kinder; Fonologie; Analogiemodell
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01