Journal of Learning Disabilities

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Siegel, L. S.
Right arrow Articles by Smythe, I. S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Siegel, L. S.
Right arrow Articles by Smythe, I. S.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Journal of Learning Disabilities, Vol. 38, No. 5, 473-477 (2005)
DOI: 10.1177/00222194050380050901

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.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


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]