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The Road Not Taken

An Integrative Theoretical Model of Reading Disability

Louise Spear-Swerling, PhD, obtained her doctoral degree from Yale University in 1988. She is an associate professor of special education at Southern Connecticut State University in New Haven. She has also taught in public schools in both regular and special education placements. Her interests include reading, language acquisition, and the history of special education, Address: Louise Spear-Swerling, Department of Special Education, Southern Connecticut State University, 501 Crescent St., New Haven, CT 06515.

Robert J. Sternberg

Robert J. Sternberg is IBM Professor of Psychology and Education at Yale University. He was graduated summa cum laude, Phi Beta Kappa, from Yale in 1972 and received his PhD from Stanford in 1975. He is the author of over 300 books, chapters, and articles in the field of psychology.

This article describes a theoretical model of reading disability that integrates a wide range of research findings in cognitive psychology, reading, and education across the age and grade span. The model shows how reading disability relates to normal reading acquisition, and includes four possible patterns of reading disability: nonalphabetic readers, compensatory readers, nonautomatic readers, and readers delayed in the acquisition of word-recognition skills. We compare our model to the models of other investigators and argue that our model is especially useful to practitioners. Finally, we discuss some of the educational implications of the model.

Journal of Learning Disabilities, Vol. 27, No. 2, 91-103 (1994)
DOI: 10.1177/002221949402700204


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