Abstract
Six severely disturbed boys who demonstrated unexpected rote reading abilities despite profound developmental arrest were studied in terms of current functioning (WISC, ITPA) and through retrospective interviews with parents for the origins and development of reading and reading-related abilities. The results showed a specific, shared pattern consisting of severe language deficit, tendencies toward perseverative action, and, as the necessary condition, the early manifestation of acute visual imagery and recall. The latter occurred despite generalized instability involving poorly controlled attention and deviant visual regard. The results supported, with some modification, the deficit hypothesis of Scheerer, Rothman, and Goldstein (1945) in accounting for the existence of unusual abilities in developmentally arrested individuals.
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 callDisclaimer: 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.
