ABSTRACT
A clear message in Wise and Snyder’s review of the literature is that we possess solid and promising evidence about the nature and treatment of language-based reading disabilities. They also argue this knowledge base can be translated into useful information to identify and treat students’ reading difficulties. Wise and Snyder present a cogent summary of research on two groups of language-based reading difficulties, namely specific reading disabilities (SRDs) and difficulties associated with poor language comprehension. The authors summarize the knowledge base on identification and teaching for each group and discuss its clinical applications; for example, they identify miscues and behaviors that might reflect language-based disabilities. The charge for my response is to offer “additional perspectives and/or research.” Thus, I discuss three interrelated aspects that place culture at the center of learning processes and that can enrich the next generation of language-based reading difficulties research.
