The use of orthographic analogy in children with a specific reading disability

Current understanding of specific reading disability (SRD) conceptualises the problem as stemming from a specific deficit in phonological awareness. Phonological awareness is essential to reading development and so a deficit in this skill would impair successful reading acquisition. Research suggests that there is a reciprocal causal relationship between phonological awareness and reading acquisition. It is also suggested that the level of phonological awareness necessary as a prerequisite to reading acquisition lies at the level of onset/rime awareness and that phonemic awareness is a more sophisticated awareness which arises as a product of reading acquisition. An interactive analogy model of reading development proposes that the initial level of phonological awareness plays an important role in setting up orthographic recognition units which become a basis for reading by orthographic analogy. This reading strategy has been shown to exist from the very beginning of reading and is not a sophisticated strategy as originally suggested by stage-based models. Some theorists argue that an orthographic analogy strategy would reduce the demands on phonological processing and would thus be a beneficial strategy for children with an SRD, however, others have argued that either orthographic or phonological awareness deficits in children with an SRD would limit their capacity to benefit from such a strategy.