What time may tell: Towards a new conceptualization of developmental dyslexia |
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| Authors: | Maryanne Wolf |
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| Institution: | (1) Center for Reading and Language Research, Tufts University, Medford, Massachusetts;(2) Eliot-Pearson Department of Child Development, Tufts University, 02155 Medford, MA |
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| Abstract: | This paper is a written version of the Norman Geschwind Lecture delivered to the International Dyslexia Association on November
13, 1998. The first purpose is a theoretical one: to describe a new conceptualization of reading disabilities, the double-deficit
hypothesis, that depicts and integrates work on two core deficits in the phonological system and in processes underlying naming
speed. Implications for subtyping, diagnosis, and, in particular, intervention are described. The second purpose is to thank
the women and men whose commitment to children with reading disabilities has transformed our field over the last century.
Within that double set of purposes, I wish to dedicate this paper to five research teachers whose insights have been the foundation
for my work and the efforts of many of us in the field of reading disabilities research: Jeanne Chall, Carol Chomsky, Martha
Bridge Denckla, Helen Popp, and especially, Norman Geschwind. |
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