DEVELOPMENTAL DYSLEXIA

Abstract

The concept of developmental dyslexia is discussed. The wide variation in estimates of prevalence is attributed to the use of conflicting definitions of the disorder. Two recent investigations by De Hirsch and Satz and their co-workers are reviewed. It is concluded that one can quite successfully predict which children will be at risk for problems in learning to read. Although specialized batteries of tests seem to have little quantitative advantage over predictions by teachers or those using conventional intelligence tests, there are some advantages both theoretical and practical in using these batteries anyway.