ABSTRACT
In this chapter I review a number of studies addressing the nature of comprehension problems of dyslexic children. Children classified as dyslexic exhibit serious reading and spelling problems. From a number of studies it has become clear that these problems are difficult to overcome. As a consequence, the average achievement level in reading comprehension is 3 to 5 years behind actual grade placement upon entering the ninth grade (Gregory, Shanahan, & Walberg, 1985; Levin, Zigmond, & Birch, 1985; Miles, 1983). Even in adulthood, several of these students still suffer from their disorder, which affects the quality of their social life (Perin, 1981; Silver & Hagin, 1964; Zigmond & Thornton, 1988).
