Facets of Dyslexia and its Remediation (eBook)

R. Groner, S.F. Wright (Herausgeber)

eBook Download: PDF | EPUB

2013 | 1. Auflage
671 Seiten
Elsevier Science (Verlag)
978-1-4832-9155-0 (ISBN)

Infos

Developmental Dyslexia has been a subject of interest to practitioners for more than a century. Despite its long research history, however, dyslexia (the terms specific reading disability, reading disability and learning disability are also used interchangeably in this volume) still provides a challenge for contemporary cognitive psychology, education, neurology and physiology. By bringing together contributions from researchers and scholars working in a wide range of fields and perspectives, it is hoped that this publication will offer a means of considering different facets of dyslexia, and enable a greater understanding of reading disorders and their remediation to emerge.

The book is divided into eight major sections, the focus in each section being on a different facet of dyslexia. It is hoped this framework enables the reader to assimilate the wide range of pure and applied research and even give rise to a new perspective for the understanding of dyslexia.

Inhalt

Front Cover 1
Facets of Dyslexia and its Remediation 4
Copyright Page 5
Table of Contents 10
PREFACE 6
CONTRIBUTORS 7
INTRODUCTION 15
PART I: VISUAL PROCESSING 26
CHAPTER 1. TEXTURE SEGREGATION BASED ON LINE ORIENTATION DEVELOPS LATE IN CHILDHOOD 28
ACKNOWLEDGEMENTS 36
REFERENCES 36
CHAPTER 2. THE ROLES OF SUSTAINED (P) AND TRANSIENT (M) CHANNELS INREADING AND READING DISABILITY 38
INTRODUCTION 38
THE ROLE OF SUSTAINED AND TRANSIENT CHANNELS IN VISUAL MASKING, READING AND READING DISABILITY 42
EXTENSIONS AND IMPLICATIONS OF RECENT DEVELOPMENTS 46
REFERENCES 50
CHAPTER 3. DO DYSLEXICS HAVE A VISUAL DEFICIT? 58
SPATIAL FREQUENCY PROCESSING 58
SPATIAL FREQUENCY 59
THE SUSTAINED AND TRANSIENT SUBSYSTEMS 60
SUSTAINED AND TRANSIENT SUBSYSTEMS AND READING 61
TRANSIENT AND SUSTAINED PROCESSING IN SRD'S AND CONTROLS 64
LOW-LEVEL VISUAL PROCESSING IN CONTROLS AND SRDS 64
WHAT ABOUT THE CONFUSION IN THE LITERATURE? 67
POSSIBLE RELATIONSHIP TO OTHER PROBLEMS MANIFEST IN SRDS? 69
CONCLUSIONS 70
REFERENCES 71
CHAPTER 4. MANIFESTO ON DYSLEXIA 76
ARGUMENT 83
POSITION 87
REFERENCES 87
CHAPTER 5. ONE WORD AT A TIME: A SOLUTION TO THE VISUAL DEFICIT IN SRDs? 90
INTRODUCTION 90
METHOD 92
RESULTS 93
CONCLUSIONS 97
FUTURE RESEARCH 98
REFERENCES 98
APPENDICES 99
CHAPTER 6. THE EFFECTS OF WAVELENGTH ON VISUAL PROCESSING AND READING PERFORMANCE IN NORMAL AND DISABLED READERS 102
VISUAL FACTORS IN SPECIFIC READING DISABILITY 102
TRANSIENT-SUSTAINED THEORY OF VISUAL PROCESSING 103
TRANSIENT-SUSTAINED PROCESSING AND READING DISABILITY 103
VISUAL MASKING STUDIES 104
THE USE OF COLOUR AS AN INTERVENTION FOR READING DISABILITY 112
SUMMARY 114
REFERENCES 115
CHAPTER 7. THE ROLE OF VISUAL PROCESSING IN GOOD AND POOR READERS'UTILIZATION OF ORTHOGRAPHIC INFORMATION IN LETTER STRINGS 120
INTRODUCTION 120
METHOD 122
RESULTS AND DISCUSSION 125
CONCLUSION 129
REFERENCES 129
CHAPTER 8. THE OPTIMAL VIEWING POSITION FOR CHILDREN WITH NORMAL AND WITH POOR READING ABILITIES 132
INTRODUCTION 132
METHOD 135
RESULTS 136
DISCUSSION 144
ACKNOWLEDGMENTS 146
REFERENCES 146
CHAPTER 9. VISION IN DYSLEXICS: LETTER RECOGNITION ACUITY, VISUAL CROWDING, CONTRAST SENSITIVITY, ACCOMMODATION, CONVERGENCE AND SIGHT READING MUSIC 150
INTRODUCTION 150
STUDY 1: MUSICAL TEXT 151
STUDY 2: VISUAL CAPACITIES IN DYSLEXICS 154
RESULTS 157
SUMMARY OF RESULTS 159
CONCLUSIONS 160
ACKNOWLEDGEMENTS 160
REFERENCES 161
CHAPTER 10. FIXATION, CONTRAST SENSITIVITY AND CHILDREN'S READING 164
INTRODUCTION 164
THE DUNLOP TEST AND READING 165
THE DUNLOP TEST AND FIXATION STABILITY DURING READING 166
METHODS 167
RESULTS 168
THE DUNLOP TEST AND CONTRAST SENSITIVITY 169
RESULTS 171
UNSTABLE BINOCULAR CONTROL AND VISUAL SYMPTOMS 174
LANGUAGE CLAMPING REVEALS THAT UNSTABLE FIXATION DOES AFFECT READING 174
GENERAL DESCRIPTION OF SUBJECTS AND METHODS 177
RESULTS 179
DISCUSSION 180
REFERENCES 184
CHAPTER 11. PERCEPTUAL AND COGNITIVE FACTORS IN DISABLED AND NORMAL READERS' PERCEPTION AND MEMORY OF UNFAMILIAR VISUAL SYMBOLS 188
INTRODUCTION 188
METHOD 189
RESULTS AND DISCUSSION 195
CONCLUSION 200
REFERENCES 200
CHAPTER 12. LINKING THE SENSORY AND MOTOR VISUAL CORRELATES OF DYSLEXIA 204
INTRODUCTION 204
METHOD 205
RESULTS 208
CONCLUSIONS 213
ACKNOWLEDGEMENT 213
REFERENCES 213
CHAPTER 13. TOWARD AN ECOLOGICALLY VALID ANALYSIS OF VISUAL PROCESSES IN DYSLEXIC READERS 218
INTRODUCTION 218
VISUAL PROCESSING DEFICITS IN DISABLED READERS 218
BACKWARD MASKING EFFECTS IN DISABLED READERS 219
RESEARCH WITH READING-LIKE TASKS 221
BACKWARD MASKING RESEARCH WITH READING-LIKE TASKS 223
CONCLUSION 229
REFERENCES 229
PART II: EYE MOVEMENTS 240
CHAPTER 15. SACCADIC EYE MOVEMENTS OF DYSLEXIC CHILDREN IN NON-COGNITIVE TASKS 242
INTRODUCTION 242
METHODS 243
RESULTS 245
DISCUSSION 254
ACKNOWLEDGMENTS 256
REFERENCES 256
CHAPTER 16. SACCADIC EYE MOVEMENTS IN DYSLEXICS, LOW ACHIEVERS, AND COMPETENT READERS 260
INTRODUCTION 260
THE LINBURY STUDY 262
DISCUSSION 265
ACKNOWLEDGEMENTS 267
REFERENCES 267
CHAPTER 17. EYE MOVEMENTS IN READING CHINESE: PARAGRAPHS, SINGLE CHARACTERS AND PINYIN 270
INTRODUCTION 270
METHOD 272
RESULTS AND DISCUSSION 273
CONCLUSION 278
ACKNOWLEDGMENTS 280
REFERENCES 280
CHAPTER 18. READING VERTICALLY WITHOUT A FOVEA 282
INTRODUCTION 282
METHOD 283
DISCUSSION 288
ACKNOWLEDGEMENTS 290
REFERENCES 290
CHAPTER 19. EYE AND HEAD READING PATH IN HEMIANOPIC PATIENTS 292
INTRODUCTION 292
METHODS 293
RESULTS 295
DISCUSSION 308
CONCLUSION 309
ACKNOWLEDGEMENTS 310
REFERENCES 310
PART III: LANGUAGE PROCESSING 314
CHAPTER 20. A NEW THEORETICAL FRAMEWORK FOR UNDERSTANDING READING AND SPELLING TASKS 316
INTRODUCTION 316
CONCLUSION 326
REFERENCES 327
CHAPTER 21. INFORMATION INTEGRATION AND READING DISABILITIES 330
A MODEL OF INFORMATION INTEGRATION 331
THE TRIARCHIC MIND 331
METHODS 335
CONCLUSIONS 341
REFERENCES 342
CHAPTER 22. VISUOSPATIAL ABILITY AND LANGUAGE PROCESSING IN READING DISABLED AND NORMAL CHILDREN 346
INTRODUCTION 346
RESULTS 353
DISCUSSION 359
ACKNOWLEDGEMENTS 360
REFERENCES 360
CHAPTER 23. RATE OF ELEMENTARY SYMBOL PROCESSING IN DYSLEXICS 362
INTRODUCTION 362
METHOD 363
RESULTS 366
DISCUSSION 368
REFERENCES 371
CHAPTER 24. THE DEVELOPMENT OF SYMBOLIC - MOTOR PERFORMANCE IN MINIMAL BRAIN DYSFUNCTION BOYS 374
REFERENCES 378
PART IV: ATTENTIONAL CORRELATES OF DYSLEXIA 380
CHAPTER 25. POSSIBLE ATTENTIONAL ORIGINS OF WORD DECODING DEFICITS IN DYSLEXIA 382
INTRODUCTION 382
CONTEXT EFFECTS ON LATERALIZATION: A REPLICATION 385
RESULTS AND DISCUSSION 387
REFERENCES 392
CHAPTER 26. TOWARDS THE ORIGINS OF DYSLEXIA 396
INTRODUCTION 396
OVERVIEW OF THE RESEARCH PROGRAMME 398
OVERALL DESIGN OF THE STUDIES 399
SPEED OF PROCESSING AND DYSLEXIA 409
OVERALL DISCUSSION 411
CONCLUSIONS 414
ACKNOWLEDGEMENTS 415
REFERENCES 416
CHAPTER 27. THE DEVELOPMENT OF THE AUTONOMOUS LEXICON OF READING DISABLED STUDENTS 418
INTRODUCTION 418
METHODS 419
RESULTS 422
DISCUSSION AND CONCLUSIONS 428
ACKNOWLEDGEMENTS 431
REFERENCES 431
PART V: EMOTIONAL CORRELATES OF DYSLEXIA 434
CHAPTER 28. PERSONALITY CHARACTERISTICS OF ADULT DYSLEXICS 436
INTRODUCTION 436
PERSONALITY SCALES 438
SUBJECTS AND METHODS 440
RESULTS 441
DISCUSSION 444
ACKNOWLEDGEMENTS 446
REFERENCES 446
CHAPTER 29. THE EMOTIONAL EFFECTS OF DYSLEXIA 450
INTRODUCTION 450
METHODS 453
RESULTS 454
CONCLUSION 456
REFERENCES 457
PART VI: DEFINITION AND EARLY DIAGNOSIS OF DYSLEXIA 460
CHAPTER 30. DYSLEXIA: ISSUES OF DEFINITION AND SUBTYPING 462
INTRODUCTION 462
GRADE/AGE DISCREPANCY DEFINITIONS 463
IQ: DEFINITIONS BASED ON STANDARD SCORE FORMULAS 464
IQ: DEFINITIONS BASED ON PREDICTION USING LINEAR REGRESSION 464
IQ: DEFINITIONS BASED ON MULTIVARIATE PREDICTION 465
EFFECTS OF DEFINITION 467
SUBTYPES OF DYSLEXIA 470
CONCLUSION 472
REFERENCES 472
CHAPTER 31. PATTERNS OF DEVELOPMENT IN GOOD AND POOR READERS AGE 6 - 11 480
INTRODUCTION 480
IMPLICATIONS 502
REFERENCES 503
CHAPTER 32. DEVELOPMENT OF THE DEST TEST FOR THE EARLY SCREENING FOR DYSLEXIA 508
INTRODUCTION 508
APPROACHES TO PREDICTING READING PROBLEMS AND DYSLEXIA 509
RECENT DEVELOPMENTS IN EDUCATIONAL TECHNOLOGY 514
REQUIREMENTS ANALYSIS FOR THE DEST 515
THE DESIGN OF THE STUDY 517
CONCLUSIONS 518
ACKNOWLEDGMENTS 518
REFERENCES 519
PART VII: REMEDIATION: PRINCIPLES AND TECHNIQUES 522
CHAPTER 33. DYSLEXIA THERAPY: IN SEARCH FOR A RATIONALE 524
RESEARCH, EDUCATION AND THERAPY: THREE DIFFERENT CONTEXTS 524
BEYOND THE VERBAL-VISUAL DILEMMA 527
SEQUENCING 528
CONCLUSIONS 534
REFERENCES 536
CHAPTER 34. REASON, RHYTHM, RELAXATION AND THE NEW LITERACY:IMPLICATIONS FOR CURRICULUM DIFFERENTIATION TO MEET THE SPECIAL EDUCATIONAL NEEDS OF PUPILS WITH SPECIFIC LEARNING DIFFICULTIES 538
CONCLUSION 558
ACKNOWLEDGEMENTS 560
REFERENCES 561
CHAPTER 35. SYSTEMATIC PHONOLOGY: THE CRITICAL ELEMENT IN TEACHING READING AND LANGUAGE TO DYSLEXICS 566
INTRODUCTION 566
A PROJECT READ STUDY 567
METHODS 569
CONCLUSIONS 572
REFERENCES 573
CHAPTER 36. COMPUTER-BASED SPELLING REMEDIATION FOR DYSLEXIC CHILDREN USING THE SELFSPELL ENVIRONMENT 576
INTRODUCTION 576
THE SELFSPELL ENVIRONMENT 577
EVALUATION STUDY 1 578
TESTING RULE-BASED VS MASTERY BASED APPROACHES TO SPELLING REMEDIATION 579
RESULTS 582
DISCUSSION 584
REFERENCES 590
CHAPTER 37. VISUAL AND LINGUISTIC DETERMINANTS OF READING FLUENCY INDYSLEXICS: A CLASSROOM STUDY WITH TALKING COMPUTERS 592
INTRODUCTION AND THEORETICAL RATIONALE 592
THE STUDY 596
CASE VIGNETTES 601
CONCLUSION 605
REFERENCES 607
CHAPTER 38. OPHTHALMOLOGIC ASPECTS OF DYSLEXIA: BINOCULAR FULL CORRECTION OF DYSLEXICS WITH PRISMATIC GLASSES 610
INTRODUCTION 610
BINOCULAR CORRECTION 610
HETEROPHORIA AND DYSLEXIA 616
CASE STUDIES 618
RESULTS 618
DISCUSSION 623
REFERENCES 624
CHAPTER 39. THE ORTHOPTIC TREATMENT OF DYSLEXIA 626
DEFINITION OF DYSLEXIA 626
HYPOTHETICAL CAUSES OF DYSLEXIA 626
FUNDAMENTALS OF ORTHOPTIC DYSLEXIA TREATMENT 627
TREATMENT PROCEDURE 629
RESULTS OF TREATMENT 629
DISCUSSION OF OUR TREATMENT METHOD 630
REFERENCES 630
CHAPTER 40. ILLITERACY IN ADULTS: RESULTS FROM A SURVEY STUDY OF A READING AND WRITING TUTORIAL PROGRAM FOR ADULTS 632
INTRODUCTION 632
METHOD 633
RESULTS 635
DISCUSSION 640
REFERENCES 644
APPENDICES 645
CHAPTER 41. READING ACQUISITION IN ANALPHABETIC ADULTS 648
INTRODUCTION 648
DIAGNOSIS 648
TEACHING METHODS 649
THE LEARNING PROCESS 651
CONCLUSION 652
THE FREIBURG INTEGRAL APPROACH 652
PERSPECTIVES 655
REFERENCES 655
AUTHOR INDEX 656
SUBJECT INDEX 668

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Contributors

Atkinson Janette,     Visual Development Unit, University of Cambridge, 22 Trumpington St., Cambridge CB2 1QA, UK

Biscaldi Monica,     Neurology Clinic, University of Freiburg, Hansastr. 9, D-7800 Freiburg, Germany

Breitmeyer Bruno,     Department of Psychology, University of Houston, Houston TX, 77004-5341, USA

Brysbaert Marc,     Laboratory of Experimental Psychology, Catholic University Leuven, Tiensestr. 103, B-3000 Leuven, Belgium

Burri Salome,     Psychology Department, University of Bern, Gesellschaftsstr. 49, CH-3012, Bern, Switzerland

Cakirpaloglu Panajotis,     Institute of Physiology, Videnska, 1083, CSFR-Prague 4, Czechoslovakia

Corcos Evelyne,     Glendon College, University of York, Psychology Department, 2275 Bayview Avenue, Toronto, Ontario M4N 3M6, Canada

Cornelissen Piers,     Physiology Department, University of Oxford, Parks Road, Oxford OX1 3PT, UK

Drasdo Neville,     University of Aston, Birmingham B4 7ET, UK

Eden Guinevere,     Physiology Department, University of Oxford, Parks Road, Oxford OX1 3PT, UK

Edwards Janice,     Dyslexia Institute, 133 Gresham Rd., Staines TW18 2AJ, UK

Evans Bruce,     Institute of Optometry, 56-62 Newington Causeway, London SE1 6DS, UK

Fawcett Angela,     Department of Psychology, University of Sheffield, PO Box 603, Sheffield S10 2TN, UK

Fields Heather,     Academic Psychiatry Department, Middlesex Hospital, Mortimer St., London WIN 8AA, UK

Fischer Burkhart,     Neurology Clinic, University of Freiburg, Hansastr. 9, D-7800 Freiburg, Germany

Gaillard Francois,     University of Lausanne, BFSH 2, CH-1015 Lausanne, Switzerland

Geiger Gad,     Department of Biomedical Engineering, Rutgers University, Piscataway 08855, New Jersey, USA

Graf Evi,     Swiss Cerebral Palsy Association, Loretostr., 35, CH-4504 Solothurn, Switzerland

Greene Jane,     Basics Plus Education Centers, 4100 General DeGaulle 4, New Orleans LA 70131, USA

Groner Rudolf,     Psychology Department, University of Bern, Laupenstr. 4, CH-3008 Bern, Switzerland

Hänni Rolf,     Psychology Department, University of Bern, Gesellschaftsstr. 49, CH-3012 Bern, Switzerland

Hill Robyn,     Anxiety Disorders Unit, St Vincent’s Hospital, 299 Forbes St., Darlinghurst 2010, Australia

-Ludwig Holtz Karl,     Pädagogische Hochschule Heidelberg, Keplerstrasse, 87, D-6900 Heidelberg, Germany

Hunter-Carsch Morag,     School of Education, University of Leicester, 21 University Rd., Leicester LEI 7RF, UK

Kaufmann-Hayoz Ruth,     Interfakultäre Koordinationstelle für Allgemeine Oekologie, Niesenweg, 6, CH-3012 Bern, Switzerland

Kershner John,     Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario M5S 1V6, Canada

Kruk Richard,     Department of Psychology, University of Wollongong, Wollongong, NSW 2500, Australia

LeCluyse Katie,     Department of Psychology, University of New Orleans, LA 70148, USA

Lettvin Jerome,     Department of Biomedical Engineering, Rutgers University, Piscataway, New Jersey, USA

Lovegrove William,     Department of Psychology, University of Wollongong, Wollongong, NSW 2500, Australia

Meyers Catherine,     Laboratory of Experimental Psychology, University of Leuven, Tiensestr. 103, B-3000, Leuven, Belgium

Moseley David,     School of Education, University of Newcastle-upon-Tyne, Ridley Building, Claremont Place, Newcastle-upon-Tyne NE1 7RU, UK

Muller Peter,     Psychology Department, University of Bern, Laupenstr. 4, CH-3008 Bern, Switzerland

Newman Stanton,     Academic Psychiatry Department, Middlesex Hospital, Mortimer St., London WIN 8AA, UK

Nicolson Roderick,     Department of Psychology, University of Sheffield, Sheffield S10 2TN, UK

Osaka Naoyuki,     Department of Psychology, Kyoto University, Kyoto 606, Japan

Pestalozzi David,     Ophthalmologist, Solothurnerstr. 19, CH-4600 Olten, Switzerland

Pickering Susan,     Department of Psychology, University of Sheffield, Sheffield S10 2TN, UK

Radil Tomas,     Institute of Physiology, Videnska, 1083, CSFR-Prague 4, Czechoslovakia

Richards Ian,     University of Aston, Birmingham B4 7ET, UK

Richardson Alex,     Physiology Department, University of Oxford, Parks Road, Oxford OX1 3PT, UK

Rieth Christiane,     Max-Planck Institute for Brain Research, Deutschordenstr. 46, D-6000 Frankfurt, Germany

Rock-Faucheux Anita,     Department of Psychology, University of New Orleans, New Orleans, LA 70148, USA

Safra Doris,     Ophthalmologist, Myrtenstr. 3, CH-9010 St Gallen, Switzerland

Schoepf Dieter,     Neurology Clinic, University of Hamburg, Martinistrasse, 52, D-2000 Hamburg, Germany

Singer Wolf,     Max-Planck Institute for Brain Research, Deutschordenstr. 46, D-6000 Frankfurt, Germany

Sireteanu Ruxandra,     Max-Planck Institute for Brain Research, Deutschordenstr. 46, D-6000 Frankfurt, Germany

Stringer Ronald,     Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario M5S 1V6, Canada

Stein John,     Physiology Department, University of Oxford, Parks Road, Oxford, OX1 3PT, UK

Sun Fuchuan,     Shanghai Institute of Physiology, 320 Yo-yang Rd., 200031 Shanghai, China

Tymister Ulrike,     Albert-Ludwigs University of Freiburg, D-7800 Freiburg, Germany

der Leij Aryan van,     Department of Special Education, Vrije Universiteit, Van der Boechorststr. 1, NL-1081 BT Amsterdam, The Netherlands

Whyte Jean,     Clinical Speech and Language Studies, Trinity College, Dublin 2,...

Produkt-Details

• Erscheint lt. Verlag: 22.10.2013
• Sprache: englisch
• Themenwelt: Sachbuch/Ratgeber ► Gesundheit / Leben / Psychologie ► Krankheiten / Heilverfahren
• Themenwelt: Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Biopsychologie / Neurowissenschaften
• Themenwelt: Geisteswissenschaften ► Psychologie ► Test in der Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Verhaltenstherapie
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Allgemeinmedizin
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete ► Neurologie
• Themenwelt: Medizin / Pharmazie ► Physiotherapie / Ergotherapie ► Orthopädie
• Themenwelt: Studium ► 1. Studienabschnitt (Vorklinik) ► Physiologie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
• Themenwelt: Technik ► Medizintechnik
• ISBN-10: 1-4832-9155-3 / 1483291553
• ISBN-13: 978-1-4832-9155-0 / 9781483291550