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Cognitive Deficits in Reading Disability and Attention Deficit Disorder
Rebecca H. Felton
Rebecca H. Felton, PhD, is assistant research professor in the Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine. She received her doctoral degree in child development and learning disabilities from the University of North Carolina at Greensboro. Her major research interests include language and attentional mechanisms in learning disabilities as well as early identification and teaching methods for children at risk for learning disabilities. Address: Rebecca H. Felton, Section of Neuropsychology, Bowman Gray School of Medicine, 300 S. Hawthorne Rd., Winston-Salem, NC 27103
Frank B. Wood
Frank B. Wood, PhD, is associate professor of Neurology and Psychiatry and section head oft he Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine. He received his doctoral degree in psychology from Duke University. His major research interests include theoretical neuropsychology, learning disabilities, memory, and the neuropsychology of psychopathology.
This paper presents data from three studies (a cross-sectional study of school-referred children, a test-retest study of subtypes of reading disabilities, and a study of a large, random sample of first graders) that focus on specifying the cognitive deficits associated with reading difficulties and separating them from those associated with attentional deficits. The cognitive deficits associated with difficulty in reading were consistent across samples, developmental levels, definitions, and subtypes of reading disabilities. With IQ, age, and sex controlled for, poor readers were significantly impaired on measures of naming and phonological awareness. The effects of attentional deficits were more variable and complex but were clearly separate from the reading disability effects.
In the previous issue of this journal, two articles from the Austin Invitational Research Symposium were published. This symposium was made possible by a grant from the Donald D. Hammill Foundation to this journal. In this issue two additional articles follow from that symposium. See the December 1988 issue for an introduction to the series from Joseph K. Torgesen, coordinator and chair of the symposium.-JLW
Journal of Learning Disabilities, Vol. 22, No. 1,
3-13 (1989)
DOI: 10.1177/002221948902200102
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