| Abstract | [Introduction]
The research of my colleagues and me has, for many years, been guided by the assumption that most problems in learning to read and write stem from deficits in the language faculty, not from deficiencies of a more generally cognitive or perceptual sort. A paper by Alvin Liberman (1988) says in detail how and why we were initially led to that assumption. My aim here is rather to describe the assumption itself, offer data in support, and finally to develop the implications for the teacher and clinician. |
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