Search

A weakness in accessing the sounds of spoken language represents the most robust and specific correlate of reading disability in young school age children and adolescents. Neurological science and reading research that provides the scientific knowledge regarding this disability is presented.

An earlier discussion on the weaknesses of phonics-heavy reading instruction appears to ignore decades of research predating brain imaging. It is argued that a deficit in phonology is the strongest and most specific correlate of reading disability, a finding that forms the basis of successful and evidence-based approaches to reading instruction and to interventions for struggling readers.

The recent findings on the prevention and remediation of reading failure are overlooked. A multitiered approach involving high quality classroom instruction and small group interventions can substantially reduce the proportion of students who struggle to read.

A weakness in accessing the sounds of spoken language represents the most robust and specific correlate of reading disability in young school age children and adolescents. Neurological science and reading research that provides the scientific knowledge regarding this disability is presented.