Abstract
Research on reading disability has expanded considerably in the past twenty-five years. Even though scientists from different fields are working at the problem, the questions asked are surprisingly similar. Neurologists, psychologists, and educational researchers are trying to discover the basic causes of failure to learn how to read. The hypotheses set forth depend, of course, on the scientific background of the researchers. Thus, inheritance (Critchley, 1970), minimal brain dysfunction (Wender, 1971), perceptual deficits (Malmquist, 1958) and inadequate teaching methods (Schlee, 1976), to name but a few, have all been offered as hypotheses of the basic origin of reading disability.
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Reference Notes
Wolff, P. Verarbeitung der Identitäts- und Positionsinformation tachistoskopisch gebotener verbaler Reize. Dissertation, Bochum, in preparation.
Scheerer-Neumann, G. Formvergleich und Namensvergleich bei leseschwachen Kindern. Paper presented at the 19 Tagung experimentell arbeitender Psychologen, March 1977.
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© 1978 Plenum Press, New York
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Scheerer-Neumann, G. (1978). A Functional Analysis of Reading Disability: The Utilization of Intraword Redundancy by Good and Poor Readers. In: Lesgold, A.M., Pellegrino, J.W., Fokkema, S.D., Glaser, R. (eds) Cognitive Psychology and Instruction. Nato Conference Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2535-2_16
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