Specific reading disability: Follow-up studies.

Abstract

Twenty‐four children with specific reading disability, originally studied and treated at the Bellevue Hospital Mental Hygiene Clinic between 1949 and 1951, were re‐eaxamined as young adults between 1961 and 1962, with the battery of tests given to them ten to 12 years before. Their specific perceptual problems and evidence of lack of clear‐out cerebral dominance persist, although in less severe form. Those patients who as children had neurological signs in addition to the specific reading disability showed less improvement than those who had none.

Fifteen-year stability of some neuropsychological tests in learning disabled subjects with and without neurological impairment

“…The results reported here (Table 3) also support persistent deficits over time, and do not support the maturation hypothesis which claims that, as the child matures, many disabilities tend to diminish or disappear (Birch, 1964;Klebanoff et al, 1954;Laufer & Denhoff, 1957). Rather, our findings are consistent with the report that subjects with organic deficits show less improvement and persistent difficulties into later life (Hinton & Knights, 197 1;Kaste, 1971;Silver & Hagin, 1964). This is also supported by data on life and occupational adjustment in our subjects (Spreen, 1984).…”

“…Two extreme positions arise from the results: (a) one supporting a favorable outcome in adulthood (Birch, 1964;Bruck, 1985;Klebanoff, Singer, & Wilenski, 1954;Laufer & Denhoff, 1957;Rawson, 1968; 15 YEAH STABILITY OF TESTS IN LD Robinson & Smith, 1962); and, (b) one suggesting persisting deficits (Kaste,197 I ; Mendelson. Johnson, & Stewart, 1971;Silver & Hagin. 1964).…”

“…Test-retest stability has rarely been the focus of discussion in follow-up studies so far. Silver and Hagin ( 1964) were the first to retest their subjects as adults by means of the same comprehensive battery of psychological tests that had been administered to them as children, 10 to 12 years before. However, their data were only reported in terms of change scores over time, describing the persistent deficits and improvement of functions.…”

Long-Term Follow-up Studies of Learning-Disabled Persons

“…Similarly, Trites and Fiedorowicz (1976) reported that at four and one-half year follow-up, their subjects had made some absolute gains on standardized achievement tests, but deficits persisted and tended to grow larger with age relative to their age and grade placement. Overall, of the 17 studies including measures reflecting functioning in basic skill areas, 15 (88%) reported continuing deficits at follow-up (Ackerman et al, 1977a(Ackerman et al, , 1977bBalow, 1965;Frauenheim, 1978;Gottesman et al, 1975;Hall & Tomblin, 1978;Koppitz, 1976;Lovell et al, 1963;Muehl & Forell, 1973-74;Rawson, 1968;Rourke & Orr, 1977;Silver & Hagin, 1964Trites & Fiedorowitz, 1976;Werner & Smith, 1979;Yule, 1973). Only two (12%) of the studies including measures of basic skill functioning at followup, found average or above average functioning (Balow & Bloomquist, 1965;Bluestein, 1968).…”

Deficit or Delay: Neuropsychological Models of Developmental Dyslexia

“…Goldberg and Schiffman (1972) stated that genetically determined characteristics persist for life, while variations due to developmental change disappear in time and those due to injury may be overcome by healing processes. The persistence of at least some deficits of dyslexics throughout life (e.g., Ackerman, Dykman, & Peters, 1977;Silver & Hagin, 1964) suggested to Goldberg and Schiffman a genetically determined deficit. Others who acknowledge the genetic disposition to dyslexia have proposed support for a maturational-lag hypothesis (e.g., Critchley, 1970).…”