[article]
| Titre : |
Commentary: The critical role of oral language deficits in reading disorders: reflections on Snowling and Hulme (2021) |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Hugh W. CATTS, Auteur |
| Article en page(s) : |
p.654-656 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Learning to read is a primary goal of early education, and considerable instructional time is focused on it. Most children respond well to this instruction and soon become accurate and fluent readers. But a small percentage of children find learning to read a significant challenge and often struggle educationally and psychologically as a result. In an earlier review, Snowling and Hulme (2012) argued that weaknesses in oral language development play a causal role in reading disorders such as dyslexia and reading comprehension impairment. They further proposed that these impairments should be recognized as distinct disorders within the DSM-5 classification system. In the current review, Snowling and Hulme (this issue) consider how risk factors at the biological, cognitive, and environmental levels combine to cause reading disorders. Again, they focus particular attention on oral language development and its critical role in reading success/failure. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.13389 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 |
in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.654-656
[article] Commentary: The critical role of oral language deficits in reading disorders: reflections on Snowling and Hulme (2021) [Texte imprimé et/ou numérique] / Hugh W. CATTS, Auteur . - p.654-656. Langues : Anglais ( eng) in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.654-656
| Index. décimale : |
PER Périodiques |
| Résumé : |
Learning to read is a primary goal of early education, and considerable instructional time is focused on it. Most children respond well to this instruction and soon become accurate and fluent readers. But a small percentage of children find learning to read a significant challenge and often struggle educationally and psychologically as a result. In an earlier review, Snowling and Hulme (2012) argued that weaknesses in oral language development play a causal role in reading disorders such as dyslexia and reading comprehension impairment. They further proposed that these impairments should be recognized as distinct disorders within the DSM-5 classification system. In the current review, Snowling and Hulme (this issue) consider how risk factors at the biological, cognitive, and environmental levels combine to cause reading disorders. Again, they focus particular attention on oral language development and its critical role in reading success/failure. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.13389 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 |
|
Commentary: The critical role of oral language deficits in reading disorders: reflections on Snowling and Hulme (2021) in Journal of Child Psychology and Psychiatry, 62-5 (May 2021)
