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Journal of Learning Disabilities
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Implications of Schemata Theory for Learning Disabled Readers

Pearl L. Seidenberg, EdD

Pearl L. Seidenberg is associate professor in the department of Special Education and Reading and director of the Learning Disabilities Center at Long Island University. She received her EdD degree in readingllearning disabilities from Yeshiva University. Address: Dr. Pearl L. Seidenberg. School of Education. Department of Special Education and Reading. Long Island University. Greemale, NY 11548.

Reading disability is not a unitary phenomenon, and the actual causes of difficulty in learning to read vary. Efficient reading requires the acquisition and integration of different skills at different points in the reading process. There are some poor readers who acquire word recognition skills but seem unable to comprehend what they read. The transitional reader who is experiencing difficulties with reading comprehension may not have developed those cognitive strategies that are necessary for the effective processing of written material. Recognizing the specific performance deficits of a disabled reader and the processes that may be implicated in the disability is critical for the development of relevant instructional interventions.

Journal of Learning Disabilities, Vol. 15, No. 6, 352-354 (1982)
DOI: 10.1177/002221948201500610
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