Language Basis of Reading Disabilities and Implications for Early Identification and Remediation

Authors

Hugh W. Catts, University of KansasFollow
Tiffany Hogan, University of Nebraska - LincolnFollow

Document Type

Article

Date of this Version

2003

Comments

Published in Reading Psychology 24 (2003), pp. 223–246; doi: 10.1080/02702710390227314 Copyright © 2003 Taylor & Francis Inc. Used by permission.
Some sections of this article were adapted from Language and Reading Disabilities, ed. H. W. Catts and A. G. Kamhi (Needham Heights, MA: Allyn & Bacon, 1999).

Abstract

In this paper, we present a brief overview of the language basis of reading and reading disabilities. First, we describe the “Simple View of Reading,” a model of reading that comprises two primary components, word recognition and language comprehension. We then review research showing that language problems underlie most difficulties children have learning to read. Lastly, we discuss implications of these findings for early identification and remediation of reading disabilities.