The present paper contends that for a full understanding of reading development and disabilities, both within and across languages, a better meta-theoretical framework is needed in order to guide research and interpret research findings so that they can be applied to educational practice. The framework presented, called the "multiple systems model of reading", views development as contingent cycles of construction and reconstruction that developmental resources at various levels of functioning (genetic, neural, psychological, behavioral, and environmental) contribute to. The model makes two key assumptions: (a) reading abilities are continuously distributed, and (b) the developmental process has distributed control; every observed outcome is jointly determined by multiple factors, including the developing organism itself. Ramifications of these assumptions for both research and educational practice are discussed. Educational practice is well served by respecting the complex, and sometimes idiosyncratic, nature of the developing organism, and by not allocating causal responsibility, or all the remedial efforts, of possible reading problems to any single cause.
|Number of pages||22|
|Journal||The Japanese Journal of Special Education|
|Publication status||Published - 2007|
- reading disabilities
- mulltiple system model
- core deficit