Decoding, Reading, and Reading Disability
Bibliographic Data
| ID | 23313481 |
|---|---|
| Authors | Philip B Gough (Received the PhD from the University of Minnesota in 1961, is professor in the Department of Curriculum and Instruction at the University of Texas at Austin), William E Tunmer (Received the PhD from the University of Texas) |
| Year | 1986 |
| Volume | 7 |
| Issue | 1 |
| Pages | 6-10 |
| Publication date | 1986-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Remedial and Special Education (JOURNAL) |
| Journal identifiers | ISSN: 0741-9325 • E-ISSN: 1538-4756 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/074193258600700104 |
| OpenAlex | W2108926053 |
| Language | EN |
| Citations received | 663 |
| References cited | 21 |
To clarify the role of decoding in reading and reading disability, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension. It follows that there must be three types of reading disability, resulting from an inability to decode, an inability to comprehend, or both. It is argued that the first is dyslexia, the second hyperlexia, and the third common, or garden variety, reading disability.
Algorithm · Cognitive psychology · Decoding methods · Developmental psychology · Dyslexia · Learning disability · Linguistics · Product model · Reading (process) · Reading comprehension · Reading disability · Variety (cybernetics) · Artificial Intelligence · Cognitive and developmental aspects of mathematical skills · Computer Science · Hearing Impairment and Communication · Psychology · Reading and Literacy Development
Language instruction of deaf multilingual learners
The Connections Between Language and Reading Disabilities
Music as an enhacer of EFL spelling skills in diverse secondary classrooms
The Effect of Moodle E-Learning Material on EFL Reading Comprehension
Fluency Interventions for Elementary Students with Reading Difficulties
Variations in Arabic Reading Skills between Normally Achieving and at Risk for Reading Disability Students in Second and Fourth Grades
Leer con los oidos
Reading Profiles May Not Be an Informative Approach to Identifying At-Risk Readers in Middle School / Čitalački profili ne moraju biti informativan pristup za identifikaciju ugroženih čitatelja u nižoj srednjoj školi
Efficacy of Sight Translation in English-Japanese Consecutive Interpreting Training in a University Course
Are Poor Readers Also Poor Spellers
Validation of a Screening Tool for Dyslexia in English among Arabic-Speaking University Students in the Gulf Area
Avaliação da eficácia de um programa de compreensão da leitura oral dialógica por criança com autismo
L2 English Reading, Spelling, and Cognitive-Linguistic Development
Multilingual Assessment Instrument for Narratives
The Czech version of Main
Tipo de inferencias y comprensión de textos narrativos en básica primaria
Predicting individual differences in early literacy acquisition in German
The effects of increased dopamine-levels on attentional control during reading and reading comprehension
The Effects of a Science and Social Studies Content Rich Shared Reading Intervention on the Vocabulary Learning of Preschool Dual Language Learners
How children learn to read and why they fail
Effects of fluency, oral language, and executive function on reading comprehension performance
Speaking to read
Reading development subtypes and their early characteristics
The dissociation of word reading and text comprehension
Understanding Shifts in Reading and Its Instruction
Linguistic distance and initial reading acquisition
Language and reading development in children learning English as an additional language in primary school in England
Niveles de competencia prelectora en niños de nivel inicial de distintos entornos socioeconómicos
Comprensión lectora en contextos de pobreza
Development and interactions among academic performance, word recognition, listening, and reading comprehension
Current Developments in Second Language Reading Research
How Chinese Learners Decode L2 English Words
Assistive technology in the reading clinic
Naming Speed and Reading
Assisted Reading Practice
Home learning environments and children’s language and literacy skills
A meta-analysis on the relation between reading and working memory
Phonological skills and their role in learning to read
Executive functioning profiles and mathematical and reading achievement in Grades 2, 6, and 10
Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities
Learning to read and write
Academic language and listening comprehension—Two sides of the same coin? An empirical examination of their dimensionality, relations to reading comprehension, and assessment modality
Cognitive profiles of difficult-to-remediate and readily remediated poor readers
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention
The double-deficit hypothesis for the developmental dyslexias.
Acquisition of literacy
Not all sentences are created equal
Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade.
Predictors of reading comprehension for struggling readers
Phenotypic performance profile of children with reading disabilities
Predicting reading comprehension in early elementary school
Estimating root word vocabulary growth in normative and advantaged populations
For US Students, L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too
Examining the Simple View of Reading Model for United States High School Spanish Students
Inhibitory control predicts growth in irregular word reading
Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment
Testing mechanisms underlying children’s reading development
Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification
Word-recognition skills of adults with childhood diagnoses of dyslexia
Analyzing the development of individual differences in terms of Matthew effects in reading
Alsi
Education, Competence Development and Career Trajectories
The Psychology and Pedagogy of Reading Processes
Psycholinguistic Studies of Literacy
Psycholinguistic Studies of Literacy
Chinese Literacy Acquisition
The simple view of reading
Dyslexia (Specific Reading Disability)
Decoding and Reading Comprehension
Prediction of Reading Comprehension
The Relation Between Morphological Awareness and Reading Comprehension
Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader
A Cognitive View of Reading Comprehension
Native Spanish-Speaking Children Reading in English
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8
The Simple View of Reading
Semantic Processing and the Development of Word-Recognition Skills
From infancy to adolescence
Specific reading disability (dyslexia)
Executive Function and Reading Comprehension
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension
A not-so-simple view of reading
Longitudinal Studies of Phonological Processing and Reading
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Do infant vocabulary skills predict school‐age language and literacy outcomes?
Why the Simple View of Reading Is Not Simplistic
The Role of Background Knowledge in Reading Comprehension
The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.
Language Deficits in Poor Comprehenders
Components of Reading Ability
Examining the Simple View of Reading With Elementary School Children
Ending the Reading Wars
Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension
The Precursors of Reading Ability in Young Readers
A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions
The Simple View of Reading Redux
Children’s morphological awareness and reading ability
Matthew Effects in Reading
Comprehension and Knowledge Components That Predict L2 Reading
How Ready Are Indian Primary School Children for English Medium Instruction? An Analysis of the Relationship between the Reading Skills of Low-SES Children, Their Oral Vocabulary and English Input in the Classroom in Government Schools in India
| Unique citing works | 663 |
|---|---|
| Citations per year | 16,57 |
| Citation span | 1986 - 2026 (41) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 603 |