chapter  8
Reading Disabilities
WithJoseph K. Torgesen
Pages 26

In seeking to honor Barbara Keogh’s contributions to the study of children with learning disabilities, two themes that permeate her work were used as a framework for this chapter. First, I discuss our current understanding of reading disabilities from a general developmental perspective. Second, I try to draw attention to a few of the most interesting and important questions that currently confront the field. Over the past 2 decades, our general faith in a scientific approach to the study of learning disabilities has born considerable fruit. During that time, Keogh’s voice (Keogh, 1993, 1994; Keogh & MacMillan, 1983) has been both strong and consistent in urging us to frame our questions about learning disabilities from a developmental perspective and answer them using the methods of science.