References
A Synthesis of Research on Reading from the National Institute of Child Health and Human Development
by Bonita Grossen
University of Oregon
November, 1997
References
The NICHD Research Sites
|
Location |
Director(s) |
Affiliates |
| University of Colorado | John DeFreis | University of Denver, University of California, Irvine,
Harvard University, |
| Bowman-Gray School of Medicine, North Carolina | Frank Wood | |
| Haskins Laboratories | Carol Fowler | |
| Yale University | Bennett and Sally Shaywitz | Keith Stanovich’s team at the Ontario Institute for Studies in Education |
| University of Miami | Herbert Lubs | |
| Beth Israel Hospital / Harvard University. | Albert Galburda | |
| University of Houston | Jack Fletcher | |
| University of Washington, Seattle | Virginia Berninger | |
| Harvard University / The Children’s Hospital-Boston, | Deborah Waber | |
| Johns Hopkins University | Martha Denckla | Vellutino and Scanlon’s team at the State University of New York |
| Florida State University | Joseph Torgeson | |
| University of Houston | Barbara Foorman | |
| Georgia State University | Robin Morris | Maureen Lovett’s team at the University of Toronto; Maryanne Wolfe’s at Tufts University in Boston |
Within this context, scientists from NICHD and other scientists as well as leaders from the National Center for Learning Disabilities and the Orton Dyslexia Society Research Committee collaborated to develop an improved definition of disabilities in basic reading skills based on the most recent research in the field. Characterizing the definition as a “working” definition reflects the need to alter the definition in light of continuing advances in research and clinical knowledge. The working definition is as follows:
Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by variable difficulty with different forms of language, often including, in addition to problems with reading, a conspicuous problem with acquiring proficiency in writing and spelling (The Orton Dyslexia Society Research Committee, April, 1994).
