Reading Disabilities: Diagnosis and Component Processes

Name: Reading Disabilities: Diagnosis and Component Processes | Diagnosis and Component Processes - Proceedings of the NATO Advanced Study Institute on Differential Diagnosis and Treatments of Reading and Writing Disorders, Chateau de Bonas, France, September 30-October 11, 1991
Brand: Kluwer Academic Publishers
Price: 96.0 EUR
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Diagnosis and Component Processes - Proceedings of the NATO Advanced Study Institute on Differential Diagnosis and Treatments of Reading and Writing Disorders, Chateau de Bonas, France, September 30-October 11, 1991

R.M. Joshi C.K. Leong(Herausgeber*in)

Kluwer Academic Publishers

1. Auflage

Erschienen am 30. Juni 1993

Buch

Hardcover

IX, 344 Seiten

978-0-7923-2302-0 (ISBN)

96,00 €inkl. 7% MwSt.

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Beschreibung

This edited volume on diagnosis and component processes of reading disabilities is based on the NATO Advanced Study Institute held in late 1991. The book, consisting of 18 chapters from cognitive psychologists and neuropsychologists from different countries, is divided into three parts. Part I discusses current issues of differential diagnosis including the role of intelligence test scores and listening comprehension tests, and the use of individual profiles with different criteria across developmental and reading and writing skills. Part II examines language-related component processes in reading disabilities. This explication includes different processing models; phonemic awareness and phonological awareness; and the mapping of phonology and alphabetic orthography. Part III provides some answers to such relevant questions as the way readers/spellers access lexical knowledge and whether poor readers/spellers use different strategies. The data for this part derive from children speaking English, Danish, German, Dutch and Greek and converge on the importance of phonological processing in reading disabilities. These studies and the others attempt to answer the challenge of differential diagnosis. Researchers and senior students will find the volume a vital and stimulating addition to their library.

(ABSTRACT)
What is the nature of differential diagnosis of reading disabilities? Are intelligence test scores relevant? How important is pseudoword reading? What about listening comprehension? How best can clinicians supplement group results with individual developmental profiles of reading and writing skills? How do different models of language-related components within a cognitive-developmental framework explain individual differences in reading disabilities? What is the nature of phonemic awareness, phonological awareness within the broad context of phonological processing in children with reading disabilities? What are the differential strategies of poor readers/spellers? These are some of the questions that the international group of contributors attempt to answer from their different research programs.

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Weitere Ausgaben

Inhalt

Preface. Part I: Differential Diagnosis for Reading Disabilities. Editors' Introduction. 1. Problems in the Differential Diagnosis of Reading Disabilities; K.E. Stanovich. 2. From Research to Clinical Assessment of Reading and Writing Disorders: the Unit of Analysis Problem; V.W. Berninger, T.M. Hart. 3. Constructing Meaning from Diagnostic Assessment Texts: Validity as Usefulness; P. Afflerbach. 4. Alice in IQ Land or why IQ is still Irrelevant to Learning Disabilities; L.S. Siegel. 5. Towards Developing a Framework for Diagnosing Reading Disorders; Che Kan Leong. Part II: Access to Language-Related Component Processes. Editors' Introduction. 8. Components of Variance Models of Language-Related Factors in Reading Disability: a Conceptual Overview; W.E. Tunmer, W.A. Hoover. 7. Phonemic Awareness, Language and Literacy; J. Morais. 8. The Relevance of Phonological Awareness in Learning to Read: Scandinavian Longitudinal and Quasi-Experimental Studies; Å. Olofsson. 9. Does a Past History of Speech Disorder Predict Literacy Difficulties? B. Dodd, T. Russell, M. Oerlemans. 10. Phonological Processing in Learning Disabled Adolescents; S. Schwartz. 11. Phonological Deficits and the Development of Word Recognition Skills in Developmental Dyslexia; C. Hulme, M. Snowling. Part III: Reading/Spelling Strategies. Editors' Introduction. 12. Dyslexic Reading Strategies and Lexical Access: a Comparison and Validation of Reading Strategy Distributions in Dyslexic Adolescents and Younger, Normal Readers; C. Elbro. 13. The Spelling-Reading Connection and Dyslexia: Can Spelling be Used to Teach the Alphabetic Strategy? J.K. Uhry. 14. Impact of Instruction on Word Identification Skills in Children with Phonological Processing Problems; R.H. Felton. 15. Predicting Reading Acquisition in High and Low IQ Groups; J.C. Näslund. 16. Phonetic Short-Term Memory Representation in Children's Reading of Greek; C.D. Porpodas. 17. Developmental Dyslexia as a Cognitive Style; P.G. Aaron, M. Wleklinski, C. Wills. 18. Reading Comprehension and Related Skills in Nine-Year-Old Normal and Poor Readers; K.P. van den Bos, H.C.L. Spelberg. Author Index.

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