Perinatal Events as Precursors of Reading Disability

Balow, Bruce; Rubin, Rosalyn A.; Rosen, Martha

doi:10.2307/747581

Cited by 14 publications

(3 citation statements)

References 48 publications

(18 reference statements)

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“…However, these authors pointed out the many methodological problems found in this research area. Balow et al (1976) nevertheless stated that it is probable that some neurological functions mediate between perinatal factors and later reading ability. In essense, they are suggesting that early neurological insult is related to reading disability.…”

Section: Contemporary Questions and Issuesmentioning

confidence: 97%

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Deficit or Delay: Neuropsychological Models of Developmental Dyslexia

Dalby

1979

J Spec Educ

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This review examines issues and research relating to the involvement of the central nervous system in reading disorders. Questions regarding subtypes, pre-and perinatal influences, genetics, sex differences, and early identification are briefly surveyed along with a summary of major research findings in neuropsychology and neurology. Particular attention is devoted to the assessment of the brain-deficit model vis-à-vis the maturational-lag model of developmental dyslexia. Neither theory can adequately account for the entire population of dyslexics. For progress to be made in this area, attention must be focused on theory articulation and reformulation in addition to methodological and taxonomic advances. Specific reading disorders in children are often thought to reflect abnormalities in the central nervous system. The term developmental dyslexia is typically applied to children with reading problems after other factors -such as emotional disturbance, environmental deprivation, inadequate teaching, and sensory impairment -have been dismissed as causal agents. This indirect means of classification is strewn with sources of error. For example, Roswell and Natchez (1977) noted that rarely can emotional difficulties be isolated in order to determine precisely how they interfere with learning. One has to confront the question of whether emotional problems are the cause or product of reading failure. Difficulty is also encountered with other items in the exclusion clause: What constitutes environmental deprivation, inadequate teaching, or even sensory impairment? While it is important to examine all elements which could potentially contribute to reading disabilities, it must be emphasized that they rarely appear alone. If research is to explore the role of the brain in relation to reading disabilities, criteria that are directly relevant to this association must be studied. Concurrent review of other factors may lead to useful information regarding interrelationships. Unfortunately, the criteria to define dyslexia by inclusion alone are not yet available, and clinicians along with researchers have had to be content with ruling out factors such as emotional problems or environmental disadvantage as prirrcary causal factors.The purpose of this article is to examine research findings on the role of the brain in developmental dyslexia. Of particular importance will be an evaluation of the theoretical models advanced to elucidate this relationship. The deficit model proposes that there is a cerebral dysfunction underlying the inability to acquire appropriate reading skills. Descriptions or speculations on the nature

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Section: Contemporary Questions and Issuesmentioning

confidence: 97%

“…In a thorough review of research on the relationship between perinatal events and reading disability, Balow, Rubin, and Rosen (1976) concluded that more studies support than fail to support a link between the two. However, these authors pointed out the many methodological problems found in this research area.…”

Section: Contemporary Questions and Issuesmentioning

confidence: 97%

Deficit or Delay: Neuropsychological Models of Developmental Dyslexia

Dalby

1979

J Spec Educ

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“…manick, 1958;Rabinovitch, Drew, DeJong, Ingram, & Withey, 1954; Rutter, Note 1). There is no doubt that reading retardation may result from perinatal accidents (Balow, Rubin, & Rosen, 1976) or from sociocultural influences (Hallahan & Cruickshank, 1973). On the other hand, there is compelling evidence from twin and family studies for the importance of genetic factors (Critchley, 1970;Doehring, 1968;Naidoo, 1972).…”

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confidence: 99%

Familial patterns of impairment in reading disability.

Foch¹,

DeFries²,

McClearn³

et al. 1977

Journal of Educational Psychology

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Psychometric evaluation of 58 reading-disabled children (probands), matched controls, and their nuclear families was employed to identify familial patterns of impairment in cognitive abilities. Probands and their male relatives manifested deficits in reading, spelling, auditory memory, perceptual speed, and verbal reasoning. Mothers and sisters of probands appeared to be less severely affected, although only one test revealed a significant interaction between sex and family type (experimental vs. control). Hypotheses that the condition is due to a single gene with reduced penetrance in females or to a polygenic system in which the threshold for expression is higher in females cannot be rejected. On the other hand, it is also possible that reading disability may be a heterogeneous disorder produced by several different combinations of hereditary and environmental factors.

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Perinatal Influences on the Behavior and Learning Problems of Children

Rubin

Balow

1977

Advances in Clinical Child Psychology

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Perinatal Events as Precursors of Reading Disability

Cited by 14 publications

References 48 publications

Deficit or Delay: Neuropsychological Models of Developmental Dyslexia

Deficit or Delay: Neuropsychological Models of Developmental Dyslexia

Familial patterns of impairment in reading disability.

Perinatal Influences on the Behavior and Learning Problems of Children

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