Cognitive profiles of reading-disabled children

Comparison of Language Skills in Phonology, Morphology, and Syntax

A. E. Fowler, A. M. Liberman, D. Shankweiler*, S. Crain, L. Katz, R. Thornton, E. Lundquist, S. A. Brady, L. Dreyer, J. M. Fletcher, K. K. Stuebing, S. E. Shaywitz, B. A. Shaywitz

*Corresponding author for this work

Research output: Contribution to journalArticle

248 Citations (Scopus)


A comprehensive cognitive appraisal of elementary school children with learning disabilities showed that within the language sphere, deficits associated with reading disability are selective Phonological deficits consistently accompany reading problems whether they occur in relatively pure form or in the presence of coexisting attention deficit or arithmetic disability Although reading-disabled children were also deficient in production of morphologically related forms, this difficulty stemmed in large part from the same weakness in the phonological component that underlies reading disability In contrast, tests of syntactic knowledge did not distinguish reading-disabled children from those with other cognitive disabilities, nor from normal children after covarying for intelligence.

Original languageEnglish
Pages (from-to)149-156
Number of pages8
JournalPsychological Science
Issue number3
Publication statusPublished - 1995
Externally publishedYes

Fingerprint Dive into the research topics of 'Cognitive profiles of reading-disabled children: Comparison of Language Skills in Phonology, Morphology, and Syntax'. Together they form a unique fingerprint.

  • Cite this