title: Reflections on research on reading disability with special attention to gender issues.
abstract: 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.
authors.affiliation: Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Vancouver, Canada. linda.siegel@ubc.ca
authors.forename: Linda S
authors.initials: LS
authors.lastname: Siegel
authors.forename: Ian S
authors.initials: IS
authors.lastname: Smythe
mesh_terms: D002648:Child; D004410:Dyslexia / Q000453:epidemiology*; D005260:Female; D006801:Humans; D008297:Male; D017678:Sex Distribution