Volume 24, Issue 3 (1995)
Contributions of Neuropsychology to Our Understanding of Developmental Reading Problems
Cynthia A. Riccio, George W. Hynd
Abstract: This article examines how neuropsychological research has increased our understanding of the reading process and reading disabilities in children. Evidence of brain-behavior relations from studies of surface and deep dyslexia are reviewed within the context of the dual route and interactive activation models of reading development. Issues of hemispheric dominance and neurobiological models specific to reading disabilities also are discussed. Perspectives on subtypes of reading disabilities based on neuropsychological evidence are presented with implications that the variation in impaired processes in reading disabilities can be best understood when the brain-behavior relations involved in reading are conceptualized as a widespread functional system. Finally, implications for differential diagnosis and intervention based on a neuropsychological approach to reading disabilities are discussed.
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