Abstract
About a year ago, a popular Dutch magazine (Vrij Nederland) published an article about the largest type of special school we have in the Netherlands: Schools for Children with (Specific) Learning Disability (L. D.) and Pedagogical Problems. There are about 40,000 such children in the age range of 6–13 years in these schools. This constitutes about 3.5% of the total Dutch children in that age range. The article focused on one randomlv chosen school, and students, parents, teachers, and school inspectors were interviewed. Among the many Intriguing observations was the following statement:
Studying the progress reports, one is not impressed by the results . . . Compared to the test findings two years ago, his verbal intelligence has declined. . . now functions at low-average level. . . According to the head-master, the gradual IQ-decline of many children can be attributed to their inability to read. Intelligence tests for a ten-year-old presuppose a considerable amount of knowledge. This knowledge could not be acquired because they read so badly. Anyone who, as a ten-year-old, stumbles through the Sleeping Beauty, cannot do much with geography or history books. . . (Free translation)
The author is indebted to the Netherlands Organization for Scientific Research (N. W. O.), and the Consiglio Nazionale delle Ricerche (C. N. R., Italy) for sponsoring his participation in the ASI.
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van den Bos, K.P. (1989). Relationship Between Cognitive Development, Decoding Skill, and Reading Comprehension in Learning-Disabled Dutch Children. In: Aaron, P.G., Joshi, R.M. (eds) Reading and Writing Disorders in Different Orthographic Systems. NATO ASI Series, vol 52. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1041-6_4
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