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Biological Approaches to Classification and Treatment of Dyslexia

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Brain and Behavior in Child Psychiatry

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Abstract

A specific reading failure is considered to occur when a child is reading significantly below the level expected on the basis of IQ and age, and when alternative explanations are ruled out. This approach uses a positive criterion of discrepancy from expected reading age, and a varying number of negative or exclusionary criteria, to define the disorder. This concept of “specific reading retardation” was proposed by Rutter and Yule (1975) to differentiate backward readers with low intelligence from backward readers having more specific and selective deficits in reading which could not be attributed to general backwardness. Educational opportunity, cultural and emotional factors, sensory limitations, gross neurological abnormalities, and other medical conditions are generally regarded as contributory to reading failure and must be excluded in order to define the condition of dyslexia or specific reading retardation.

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Authors
  1. C. K. Conners
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Editors and Affiliations

  1. Kinder- und Jugendpsychiatrische Klinik am Zentralinstitut für Seelische Gesundheit, J5, D-6800, Mannheim 1, Germany

    Aribert Rothenberger

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© 1990 Springer-Verlag Berlin Heidelberg

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Conners, C.K. (1990). Biological Approaches to Classification and Treatment of Dyslexia. In: Rothenberger, A. (eds) Brain and Behavior in Child Psychiatry. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-75342-8_9

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  • DOI: https://doi.org/10.1007/978-3-642-75342-8_9

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-75344-2

  • Online ISBN: 978-3-642-75342-8

  • eBook Packages: Springer Book Archive

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