Frank R. Vellutino

TL;DR: Evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors, and Hypothesized deficits in general learning abilities and low-level sensory deficits have weak validity as causal factors in specific reading disability.

TL;DR: In this paper, reading impaired first graders were given daily tutoring as a first cut diagnostic to aid in distinguishing between reading difficulties caused by basic cognitive deficits and those caused by experiential deficits.

TL;DR: A systematic and comprehensive treatment of dyslexia can be found in this article, where the authors provide evidence suggesting that dyslexic children do not see letters backward, instead, they suggest that specific reading disability is associated with deficiency or disorder in one or more aspects of linguistic functioning, or in visual-verbal association learning.

TL;DR: This paper found that phonemic coding deficits constitute a major source of reading difficulty in beginning readers, although there was suggestive evidence that semantic and syntactic deficits also may cause such dif ficulty.

TL;DR: In this article, a large battery of tests evaluating reading subskills and reading-related cognitive abilities was given to elementary and middle school children, and the results provided qualified support for the model and were interpreted as consistent with the major premises of both Gough and Tunmer's (1986) simple view and Sticht's (1979) audread models of reading.