Dyslexia: From Theory to Intervention
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 sho
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NEUROPSYCHOLOGY AND COGNITION VOLUME 18
Series Editor: R. Malatesha Joshi, Oklahoma State University, US.A.
Advisory Board: Alfonso Caramazza, The fohns Hopkins University, US.A. George Hynd, University of Georgia, US.A.
c.K. Leong, University of Saskatchewan, Canada John Marshall, University of Oxford, UK. Gabriele Miceli, Universita Cattolica Del Sacro Cuore, Italy Loraine Obler, City University of New York, US.A. Sandra Witelson, McMaster University, Canada
The purpose of the Neuropsychology and Cognition series is to bring out volumes that promote understanding in topics relating brain and behavior. It is intended for use by both clinicians and research scientists in the fields of neuropsychology, cognitive psychology, psycholinguistics, speech and hearing, as well as education. Examples of topics to be covered in the series would relate to memory, language acquisition and breakdown, reading, attention, developing and aging brain. By addressing the thcoretical, empirical, and applied aspects of brain-behavior relationships, this series will try to present the information in the fields of neuropsychology and cognition in a coherent manner. The titles published in this series are listed at the end ()fthis volume.
DYSLEXIA: FROM THEORY TO INTERVENTION by TORLEIV H0IEN Dyslexia Research Foundation, Stavanger. Norway and
INGVAR LUNDBERG Department of Psychology, GOteborg University, Sweden
SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.
Library of Congress Cataloging-in-Publication Data.
ISBN 978-90-481-5457-9 ISBN 978-94-017-1329-0 (eBook) DOI 10.1007/978-94-017-1329-0
This volume is a translation from Dysleksi: Fra Teori tii Praksis edited by T. H!Ilien and 1. Lundberg. Published by Ad Notam Gyldendal, 1997
Printed on acid-free paper
AII Rights Reserved © 2000 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 2000 Softcover reprint ofthe hardcover Ist edition 2000 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner.
TABLE OF CONTENTS
PREFACE
xi
CHAPTER 1. WHAT IS DYSLEXIA? The problem of defmition Reading is both decoding and comprehension A new American working definition Our definiton of dyslexia Subgroups of dyslexia Empirical research and the subgrouping of dyslexics From subgrouping to diagnosing, based on a model of reading Methods in dyslexia research Case studies Comparing dyslexics with age-matched normal readers Matching by reading level Longitudinal studies Experimental studies Recent techniques Brief summary
3 4 7 8 11 12 14 16 16 17 17 18 18 19 19
CHAPTER 2. DECODING DIFFICULTIES A MAJOR SYMPTOM OF DYSLEXIA
21
Decoding strategies Stages of reading development Pseudo-reading The logographic-visual stage The alphabetic-phonemic stage The orthographic-morphemic stage Context and Word recognition A model of word decoding
