ABSTRACT
Reading disability has been defined in various ways during the last century by researchers who approached the issue from different fields. Although admittedly much confusion and speculation still exist regarding the etiology of reading disability, a consensus regarding its correlates has surfaced, that is, that the linguistic element most often associated with learning to read is phonological awareness (see Bradley & Bryant, 1985; Lundberg, 1987; Perfetti, 1985; Stanovich, 1986, 1988; Vellutino & Scanlon, 1987; for examples) including naming (Blachman, 1984; Denckla, 1972; Denckla & Rudel, 1974 and 1976; Wolf, 1980, 1982, 1984, 1991; Wolf & Goodglass, 1986). For whatever reason, it appears that reading-disabled children have undue difficulty using the phonological skills needed to recognize words in print.
