Differential Diagnosis of Reading Disabilities

Abstract

This article describes a diagnostic procedure that attempts to relate diagnostic outcomes of reading disabilities to treatment procedures. Both the diagnostic procedure and the treatment approaches are based on the premise that reading contains several components and that weakness in any of these components could result in a distinct type of reading disability. To be effective, the treatment procedure should deal with the weak component. The theoretical and empirical basis for diagnosis and treatment is presented.

Additional information

Notes on contributors

P. G. Aaron

P. G. Aaron received his PhD from the University of Wisconsin and is currently Professor in the Department of Educational and School Psychology, Indiana State University, Terre Haute, Indiana. His research interests include reading disabilities, dyslexia, and neuropsychology.