Models of Reading Disability and Their Implications

  • Harold A. Solan
Part of the Topics in Biomedical Engineering International Book Series book series (TOBE)


Although reading disability has been discussed for over a century (Berlin, 1887; Hinshelwood, 1896, 1917), the nature of the disorder is still controversial. Children identified as being reading disabled (RD)1 have average or better than average intelligence, abundant educational opportunities, normal sensory acuities (seeing and hearing), no frank brain damage (e.g., cerebral palsy), and no primary emotional disturbances. This exclusionary definition supports the impression that we are dealing with an unexpected inability to learn to read. There have been numerous and varied estimates of the incidence of specific reading disability, some as high as 15% to 25% (Badian, 1984; Johnson, 1988). Most primary grade teachers would agree that, in an average class of twenty-five, four or five children are


Reading Comprehension Reading Skill Reading Disability Developmental Dyslexia Read Disable 
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Copyright information

© Springer Science+Business Media New York 2002

Authors and Affiliations

  • Harold A. Solan
    • 1
  1. 1.Dept. of Clinical SciencesState University of New York, State College of OptometryNew YorkUSA

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