Dyslexia

by Hoien, Torleiv; Lundberg, Ingvar

• ISBN13: 9780792363095
• ISBN10: 0792363094
• Format: Hardcover
• Copyright: 2000-08-01
• Publisher: Kluwer Academic Pub

Summary

Dyslexia research has been proceeding by quantum leaps. Great advances have been made in the past few years, and while many unanswered questions remain, we nonetheless do know a great deal about the causes and nature of the condition, and how teachers should treat it. This book, by two of Europe's leading experts, gathers together a vast amount of recent international research on the causes and remediation of dyslexia, and presents a cognitive model of the normal reading process and a process-analytic diagnostic model. Much of this material appears in English for the first time.

Author Biography

Torleiv H++ien is a professor and the Director of the Norwegian Dyslexia Foundation. Books that he has co-authored together with Ingvar Lundberg have been standard textbooks throughout the Nordic countries, and their articles have appeared in leading international journals.Ingvar Lundberg is a professor at the University of Gothenburg, Sweden. Books that he has co-authored together with Torleiv H++ien have been standard textbooks throughout the Nordic countries, and their articles have appeared in leading international journals.

Table of Contents

Preface	xi
What is Dyslexia?	1	(20)
The problem of definition	3	(1)
Reading is both decoding and comprehension	4	(3)
A new American working definition	7	(1)
Our definition of dyslexia	8	(3)
Subgroups of dyslexia	11	(1)
Empirical research and the subgrouping of dyslexics	12	(2)
From subgrouping to diagnosing, based on a model of reading	14	(2)
Methods in dyslexia research	16	(3)
Case studies	16	(1)
Comparing dyslexics with age-matched normal readers	17	(1)
Matching by reading level	17	(1)
Longitudinal studies	18	(1)
Experimental studies	18	(1)
Recent techniques	19	(1)
Brief summary	19	(2)
Decoding Difficulties -- a Major Symptom of Dyslexia	21	(34)
Decoding strategies	22	(2)
Stages of reading development	24	(7)
Pseudo-reading	25	(1)
The logographic-visual stage	26	(2)
The alphabetic-phonemic stage	28	(2)
The orthographic-morphemic stage	30	(1)
Context and Word recognition	31	(1)
A model of word decoding	32	(12)
Perceptual processes	36	(1)
The sensory process	36	(5)
Visual analysis (VA)	41	(2)
Letter recognition process (LR)	43	(1)
Linguistic processes	44	(5)
Parsing (P)	44	(1)
Word recognition process (OWR1)	45	(1)
Semantic activation (SA)	46	(1)
Phonological word retrieval (PhWR2)	46	(1)
The articulation process (AP)	47	(1)
Prelexical phonological recoding (PhR)	47	(2)
Verbal short-term memory (STM)	49	(1)
Phonological synthesis (PhS)	49	(1)
Objections to dual-route models	49	(1)
Connectionistic theory - an alternative to dual-route models	50	(1)
Decoding strategies used by dyslexics	51	(1)
Phonological difficulties: Delayed maturation or a specific deficit?	52	(1)
Problems in automatization	53	(1)
Brief summary	54	(1)
Spelling Difficulty: A Major Symptom of Dyslexia	55	(28)
Stages in the development of spelling	56	(4)
Pseudo-spelling	56	(1)
Logographic-visual spelling	56	(1)
Alphabetic-phonemic spelling	57	(2)
Orthographic-morphemic spelling	59	(1)
Types of spelling errors	60	(1)
Errors of knowledge	60	(1)
Errors in performance	61	(1)
Analysis of errors	61	(1)
Spelling and speaking	62	(1)
Spelling and reading	63	(1)
Spelling errors and the definition of dyslexia	64	(2)
Spelling errors and subgroups of dyslexia	66	(1)
Handwriting	67	(1)
Spelling strategies	68	(4)
Spelling strategies and linguistic aspects of words	70	(1)
Auxiliary strategies	70	(2)
A model of the spelling process	72	(7)
Spelling of a dictated word with a familiar spelling	73	(1)
Spelling of a dictated word with an unfamiliar spelling	74	(2)
Spelling of dictated nonwords	76	(2)
Writing non-dictated words	78	(1)
The writing process	79	(2)
Brief summary	81	(2)
Dyslexia and Phonology	83	(18)
Can reading and writing problems be predicted in preschoolers?	87	(1)
The problem of identifying at-risk children	88	(2)
A longitudinal study	90	(1)
Phonological problems among older dyslexic children	91	(3)
Compensating for the specific deficit	94	(1)
Can phonological stimulation prevent dyslexia?	95	(1)
How did the at-risk children fare?	96	(4)
Brief summary	100	(1)
Dyslexia and Reading Comprehension	101	(14)
Reading comprehension	102	(4)
Vocabulary	102	(1)
Knowledge of the world	103	(3)
Metacognition	106	(1)
Metacognition when learning to read	106	(1)
Reading comprehension and metacognition	107	(2)
Reading strategies	109	(4)
Brief summary	113	(2)
The Biological Basis of Dyslexia	115	(24)
Dyslexia and the brain	115	(16)
Structure of the brain	115	(3)
Studies of brain structure	118	(1)
The planum temporale symmetry and dyslexia	119	(3)
Corpus callosum and dyslexia	122	(1)
Cell structure and dyslexia	123	(2)
The cerebellum and dyslexia	125	(2)
The brain in action	127	(2)
Is the brain activity different in dyslexics?	129	(2)
Dyslexia and other biologically-based disturbances	131	(1)
Dyslexia and inheritance	131	(6)
The most important arguments in support of genetic basis of dyslexia	133	(4)
Recent results of research	137	(1)
Brief summary	137	(2)
Assessment and Diagnosing	139	(30)
An approach based on process analysis	141	(2)
Assessment of word decoding problems	143	(6)
Strategies in decoding single words	143	(2)
Assessment of strategy skill	145	(1)
Assessment of the orthographic strategy	146	(1)
Assessment of the phonological strategy	147	(1)
Analysis of errors	148	(1)
KOAS	149	(2)
Assessment of word decoding processes	150	(1)
Word chain test	151	(1)
Assessment of reading text aloud	152	(1)
Assessment of spelling	152	(2)
Which words are difficult to spell correctly?	153	(1)
Analysis of spelling mistakes	153	(1)
Assessment of written work	154	(1)
Assessment of phonological problems	155	(2)
Assessment of morphological awareness	157	(1)
Assessment of reading comprehension	158	(1)
Assessment of metacognition	158	(1)
Assessing obstacles to good reading	159	(7)
Poor intellectual ability	160	(1)
Delayed language development	160	(1)
Visual deficits	161	(1)
Impaired hearing	161	(1)
Emotional and motivational problems	162	(2)
Home environment	164	(1)
Insufficient instruction	165	(1)
Diagnosis of adult dyslexics	166	(1)
Brief summary	167	(2)
Remediation	169	(34)
Problems when evaluating remediation	169	(2)
General principles of educational remediation in dyslexics	171	(8)
Remediation to promote decoding skill	179	(2)
Learning reliable knowledge of letters	179	(1)
Learning reliable associations between orthographic and phonological units	179	(1)
Learning reliable and automatic word decoding	180	(1)
A combination of sound method and whole word method	181	(1)
Technical aids that can be used to promote reading skill	181	(2)
Books with cassettes	181	(1)
Computer-based training	182	(1)
Methods and programmes which can prevent and remedy decoding difficulties	183	(5)
Fernald's VAKT method	183	(1)
The Orton/Gillingham/Stillman method	184	(1)
The Lindamood Auditory Discrimination in Depth programme	184	(1)
The Reading Recovery programme	184	(1)
The Early Steps programme	185	(3)
Measures to promote reading comprehension	188	(2)
Learning new words	188	(1)
Background knowledge	189	(1)
The grammar and metacognition of the story	190	(1)
Programmes for promoting reading comprehension	190	(2)
Explicit instruction	190	(1)
Reciprocal instruction	191	(1)
The CRISS programme	191	(1)
Measures for children with writing difficulties	192	(2)
Spelling	192	(1)
Use of word processing programmes	193	(1)
Preparing appropriate texts for the dyslexic	194	(1)
The linguistic formulation of texts	195	(2)
Choice of reading texts for the dyslexic	197	(1)
Emphasizing strong sides of dyslexics	198	(1)
Alternative methods	199	(1)
Prognosis for pupils with dyslexia	199	(1)
Conclusion and comments	200	(1)
Brief summary	201	(2)
References	203	(18)
Author Index	221	(6)
Subject Index	227