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Current Directions in Dyslexia Research
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- 288 pages
- English
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eBook - ePub
Current Directions in Dyslexia Research
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About This Book
This book covers research on biopsychological aspects of dyslexia reflects on psycholinguistic aspects of dyslexia offers reflections on dyslexia treatment research in general. It points out that in some dyslexics it is not sufficient to treat word identification difficulties alone.
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Yes, you can access Current Directions in Dyslexia Research by Dirk J. Bakker, Kees P. van den Bos, David L. Share, Linda S. Siegel in PDF and/or ePUB format, as well as other popular books in Tecnologia e ingegneria & Ingegneria generale. We have over one million books available in our catalogue for you to explore.
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Part I
Definition and Subtyping of Dyslexia
INTRODUCTION
It is an affront to the field of reading disability research that the question “Does dyslexia exist?” can still be asked and debated. The reason that we are in the embarrassing position of debating such a seemingly basic question is that the field has repeatedly displayed a preference for terminology that connotes unverified theories about causation. The theory carried with the term “dyslexia” seems similarly to have gotten ahead of the evidence. Thus, unlike most discussions of the topic, we will begin our discussion at the beginning. Whether or not there is such a thing as “dyslexia”, there most certainly are children who read markedly below their peers on appropriately comprehensive and standardized tests. In this most prosaic sense, poor readers obviously exist. Controversy begins only when we address the question of whether, within this group of poor readers, there are groups of children who are “different”.
Terms like congenital word-blindness and dyslexia were coined to describe groups of children who were thought to be different from other poor readers in their etiology, neurological makeup, and cognitive characteristics. From the very beginning of research on reading disability, it was assumed that poor readers who were of high intelligence formed a cognitively and neurologically different group. Investigators who pioneered the study of the condition then known as congenital word-blindness were at pains to differentiate children with this condition from other poor readers. Hinshelwood (1917) stated clearly that he intended the term congenital word-blindness not for all poor readers but instead for those who were high functioning in other cognitive domains:
When I see it stated that congenital word-blindness may be combined with any amount of other mental defects from mere dullness to low-grade mental defects, imbecility or idiocy, I can understand how confusion has arisen from the loose application of the term congenital word-blindness to all conditions in which there is defective development of the visual memory center, quite independently of any consideration as to whether it is a strictly local defect or only a symptom of a general cerebral degeneration. It is a great injustice to the children affected with the pure type of congenital word-blindness, a strictly local affection, to be placed in the same category as others suffering from generalized cerebral defects, as the former can be successfully dealt with, while the latter are practically irremediable. (pp. 93–94).
Similarly, t...
Table of contents
- Cover
- Half Title
- Title Page
- Copyright Page
- Table of Contents
- Contributors
- Preface
- Part I: Definition and Subtyping of Dyslexia
- Part II: Biopsychological Foundations of Dyslexia
- Part III: Psycholinguistic Aspects of Dyslexia
- Part IV: Treatment of Dyslexia