{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,15]],"date-time":"2026-10-15T20:48:31Z","timestamp":1792097311005,"version":"4.4.0"},"reference-count":29,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2010,5,5]],"date-time":"2010-05-05T00:00:00Z","timestamp":1273017600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2010,9]]},"abstract":"<jats:p>General cognitive ability is still a factor in current definitions of dyslexia despite two decades of research showing little or no relevance to the nature of dyslexia. This article suggests one reason why this may be so. The suggestion is based on a distinction between dyslexia as a disability (poor ability)\u2014as it is viewed and explained by psycholinguistic and neuropsychological research\u2014and dyslexia seen as a handicap (the consequences of a poor ability) in the educational world. While general knowledge and ability may be irrelevant to the nature of dyslexia as a disability, general knowledge and ability does relate to an ensuing handicap. Vocabulary is possibly the most closely linked subcomponent of \u201cgeneral knowledge and ability\u201d to reading. It was thus hypothesized that when reading ability was controlled individuals with high vocabulary would be more likely than others would to experience a reading handicap as a function of poor reading. Conversely, vocabulary would not relate to the severity of the reading disability per se. These hypotheses were supported by results from a study of 165 adult poor readers.<\/jats:p>","DOI":"10.1177\/0022219409357349","type":"journal-article","created":{"date-parts":[[2010,5,5]],"date-time":"2010-05-05T22:35:51Z","timestamp":1273098951000},"page":"469-478","source":"Crossref","is-referenced-by-count":20,"title":["Dyslexia as Disability or Handicap: When Does Vocabulary Matter?"],"prefix":"10.1177","volume":"43","author":[{"given":"Carsten","family":"Elbro","sequence":"first","affiliation":[{"name":"University of Copenhagen, Denmark,"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2010,5,5]]},"reference":[{"key":"atypb1","volume-title":"L\u00e6sning, l\u00e6sekurser og uddannelse. Om unge og voksnes funktionelle l\u00e6sef\u00e6rdighed i uddannelse og p\u00e5 l\u00e6sekurser vurderet med et nyt materiale [Reading, reading courses, and educations. On functional literacy in young adults and adults]","author":"Arnbak, E.","year":"1999"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1007\/978-94-017-1731-1_18"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2001\/004)"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.33.6.934"},{"key":"atypb5","volume-title":"Peabody Picture Vocabulary Test-","author":"Dunn, L.M.","year":"1981"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1007\/978-94-017-2772-3_8"},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.33.1.3"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648162"},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.1007\/978-94-017-1731-1_19"},{"key":"atypb10","doi-asserted-by":"publisher","DOI":"10.1007\/s11881-004-0015-y"},{"key":"atypb11","unstructured":"Gough, P.B., Hoover, W.A. & Peterson, C.L. (1996). Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties. Processes and intervention (pp. 1-13). Mahwah, NJ: Erlbaum."},{"key":"atypb12","first-page":"1139","volume":"84","author":"Hodapp, A.F.","year":"1999","journal-title":"Psychological Reports"},{"key":"atypb13","first-page":"369","volume":"50","author":"Landerl, K.","year":"2003","journal-title":"Psychologie in Erziehung und Unterricht"},{"key":"atypb14","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.95.2.211"},{"key":"atypb15","doi-asserted-by":"publisher","DOI":"10.1007\/s11881-003-0001-9"},{"issue":"3","key":"atypb16","doi-asserted-by":"crossref","first-page":"127","DOI":"10.1026\/\/0049-8637.35.3.127","volume":"35","author":"Metz, U.","year":"2003","journal-title":"Zeitschrift f\u00fcr Entwicklungspsychologie und P\u00e4dagogische Psychologie"},{"key":"atypb17","doi-asserted-by":"publisher","DOI":"10.1126\/science.1057179"},{"key":"atypb18","doi-asserted-by":"publisher","DOI":"10.2307\/747832"},{"key":"atypb19","volume-title":"Assessment of children: Cognitive applications","author":"Sattler, J.M.","year":"2001","edition":"4"},{"key":"atypb20","doi-asserted-by":"publisher","DOI":"10.1177\/002221949202501003"},{"key":"atypb21","doi-asserted-by":"publisher","DOI":"10.1037\/h0084184"},{"key":"atypb22","doi-asserted-by":"publisher","DOI":"10.1177\/002221948902200803"},{"key":"atypb23","doi-asserted-by":"publisher","DOI":"10.1111\/1469-7610.00651"},{"key":"atypb24","doi-asserted-by":"publisher","DOI":"10.2307\/747729"},{"key":"atypb25","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.85.2.211"},{"key":"atypb26","doi-asserted-by":"publisher","DOI":"10.1016\/S0022-4405(01)00094-2"},{"key":"atypb27","volume-title":"The plurality of literacy and its implications for policies and programmes","author":"United Nations Educational, Scientific and Cultural Organization (UNESCO).","year":"2004"},{"key":"atypb28","volume-title":"Americans with Disabilities Act of 1990","author":"US Government","year":"2008"},{"key":"atypb29","unstructured":"WHO (2007). ICD 10. International Statistical Classification of Diseases and Related Health Problems. 10th Revision. 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