A DEVELOPMENTAL FRAMEWORK FOR DEVELOPMENTAL DYSLEXIA

Abstract

Suggests 3 phases, corresponding to the acquisition of logographic, alphabetic, and orthographic skills. At each phase, a new skill is introduced with either reading (input processes) or writing (output processes) acting as pacemaker. Stepwise progress is driven by an opposition between reading and writing processes. At any of the points where a new step has to be taken, breakdown can occur, resulting in different types of literary disorders characterized not only by the deficiency in a particular disorder but by compensatory skills that develop. It is suggested that using models of this type will lead to the achievement of a properly developmental perspective for developmental dyslexia. (PsycINFO Database Record (c) 2000 APA, all rights reserved) (unassigned)

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