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