Reading disability: the role of language deficiencies.

Learning to read presents a considerable obstacle for approximately 4-10% of normal elementary school children, despite what would appear to be a favorable background of intellectual abilities and classroom experience. Such "reading disability" hinders educational progress and, as a consequence, can effect $elf~esteem, social status, and occupational choice. Some important new discoveries are showing that many instances of reading disability are rooted in some problem in the language domain (for recent reviews, see: Liberman, 1982; Mann, 1986a; Perfetti, 1985; Stanovich, 1982a, 1982b; Vellutino, 1987; Wagner & Torgesen, 1986). Our goal is to review the theoretical and experimental evidence for this position to see how it informs our understanding of reading disability and directs the way towards effective treatment of this very prevalent form of learning disability.