Faculty Collaboration Database

Developmental dyslexia. Pediatr Clin North Am 2007 Jun;54(3):507-23, vi

Date

06/05/2007

Pubmed ID

17543907

DOI

10.1016/j.pcl.2007.02.015

Scopus ID

2-s2.0-34249315773 (requires institutional sign-in at Scopus site)   11 Citations

Abstract

Reading skills progress in a stage-like manner. There is no evidence that reading, unlike language, develops without direct instruction. Failing to develop preceding skills has a dramatic impact on development of more sophisticated cognitive skills. For example, children who have poor phonemic sensitivity struggle to develop phonetic decoding; poor word recognition and word decoding skills have a negative impact on reading comprehension. Primary care physicians need to be aware of reading problems and frequent comorbid conditions. Recognition of risk factors can help physicians direct children early to badly needed resources, which, at the least, decreases the risk for and minimize the impact of one additional challenge for these children.

Author List

Grizzle KL

Author

Kenneth L. Grizzle PhD Associate Professor in the Pediatrics department at Medical College of Wisconsin

MESH terms used to index this publication - Major topics in bold

Attention Deficit Disorder with Hyperactivity
Child
Cognition
Comorbidity
Dyslexia
Education, Special
Female
Humans
Language Development Disorders
Male
Mass Screening
Mental Disorders
Psychology