An Auditory basis for reading disability in some children?

There are two main theories that attempt to explain the causes of reading disorders: the phonological and auditory view. The phonological theory postulates that children with reading disability have a specific impairment in phonological processing. In contrast, supporters of the auditory view claim that the phonological deficit is secondary to a more basic auditory processing deficit. The research literature clearly demonstrates that children with reading disorder have both auditory and phonological processing difficulties. Research to date is not conclusive, however, regarding the underlying cause(s) of reading disorders. This paper provides a brief summary of the controversy that exists between these two competing theories. The results of some studies indicating comorbidity rather than a cause-effect relationship between auditory processing and reading disorders are also presented.