review · 2004 · en

Specific Reading Disability (Dyslexia): What Have We Learned in the Past Four Decades?

Vellutino F R, Fletcher J M, Snowling M J, Scanlon D M

Journal of Child Psychology and Psychiatry

Evidencia · Seminal

DOI · 10.1046/j.0021-9630.2003.00305.x

Síntesis

Major synthesis: phonological core deficit is best-supported causal hypothesis for specific reading disability; early kindergarten-grade-1 intervention prevents most cases of persistent reading failure, supporting RTI models.

Etapas

3-6, 6-12

Dominios

dyslexia, reading, learning-disability

Tags

phonological-core-deficit · RTI · prevention · definitional-issues

Afirmaciones que citan esta fuente (2)

clm-dyslexia-phonological-core
Developmental dyslexia is a neurobiological specific learning disability whose core deficit lies in the phonological component of language; this view is supported by genetic, imaging, and intervention evidence across orthographies.
clm-structured-literacy-intervention
Intensive, systematic, explicit phonics-based ('structured literacy') instruction produces meaningful and durable gains in word reading and decoding for children with dyslexia; specific multisensory features (e.g., Orton-Gillingham) add little beyond high-quality phonics.