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Journal of Learning Disabilities
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Reflections on Research on Reading Disability with Special Attention to Gender Issues

Linda S. Siegel

Department of Educational and Counselling Psychology and Special Education at the University of British Columbia, linda.siegel@ ubc.ca

Ian S. Smythe

NGOs in Europe, Asia, and South America

This commentary reviews some of the issues involved in the definition of reading disability and demonstrates how definitions can influence the conclusions reached by a review. In particular, the discrepancy definition of reading disability is shown to be logically flawed. Data from a large unbiased sample show that there are no significant differences between boys and girls in the incidence of reading difficulties.

Journal of Learning Disabilities, Vol. 38, No. 5, 473-477 (2005)
DOI: 10.1177/00222194050380050901
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This article has been cited by other articles:


Home page
 J Learn DisabilHome page
E. Dirks, G. Spyer, E. C. D. M. van Lieshout, and L. de Sonneville
Prevalence of Combined Reading and Arithmetic Disabilities
J Learn Disabil, September 1, 2008; 41(5): 460 - 473.
[Abstract] [PDF]