Grapheme to phoneme conversion: The basis of reading disability?

Abstract

Although there have been many attempts to discriminate subtypes of reading disabled children, this study provides evidence of two common factors that seem to generalize to the vast majority of children with specific reading disability. The first, a right hemisphere cognitive style, may have some diagnostic utility. The second, a grapheme to phoneme deficit, may be at the heart of the disability. Techniques for diagnosis and remediation are discussed.