Abstract
Follow-up studies of children and adolescents with specific reading disability are critically reviewed. Several conclusions are drawn: (1) Of the children who show mild reading disabilities early in grade school, approximately 20 to 25% read at grade level toward the end of grade school. (2) Of those with severe disabilities, relatively few are reading at grade level toward the end of grade school. (3) Most children who demonstrate a severe specific reading disability in preadolescence continue to be significantly retarded in reading during high school. (4) Current research is inadequate for prediction of reading skills in adulthood of disabled readers identified during the school years.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of the American Academy of Child Psychiatry
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
