Specific reading disabilities: Early identification and long‐term outcome

Abstract

We review the early identification and long-term outcome of children with specific reading disabilities. The current widely held theory is that reading disabilities are language-based. Recent literature suggests that specific aspects of early language development, such as phonological processing, are important in learning to read, and that deficiencies in them hinder the process. Deficits in language, attention, and behavior have been found to be nonspecific risk factors for later development of reading disabilities. There is consensus that reading disabilities persist into adulthood. They not only effect academic skills and post-secondary educational and employment opportunities, but also social, emotional, and behavioral function. © 1996 Wiley-Liss, Inc.