Can We Read Letters? Reflections on Fundamental Issues in Reading an
“In their new book, Finn Egil Tønnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researcher
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Can We Read Letters? Reflections on Fundamental Issues in Reading and Dyslexia Research
Finn Egil Tønnessen with Per Henning Uppstad
National Centre for Reading Education and Research, Stavanger, Norway
SENSE PUBLISHERS ROTTERDAM / BOSTON / TAIPEI
A C.I.P. record for this book is available from the Library of Congress.
ISBN 978-94-6209-954-8 (paperback) ISBN 978-94-6209-955-5 (hardback) ISBN 978-94-6209-956-2 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All rights reserved © 2015 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
ADVANCE PRAISE
Can We Read Letters? provides a scholarly, yet approachable, treatise, provoking the reader to reconsider both current and historical accounts of reading development and of the impairment we call ‘dyslexia’. – Professor Joel B. Talcott, Aston University, Editor of Dyslexia In their new book, Finn Egil Tønnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Education and Research in Stavanger, Norway. – Professor Usha Goswami, University of Cambridge This is a scholarly and challenging work which raises a number of issues for current reading research in relation to the philosophy of science. – Professor Angela Fawcett, University of Sheffield, UK, Former Editor of Dyslexia
TABLE OF CONTENTS
Preface
xi
Acknowledgements
xv
Chapter 1: HISTORICAL INTRODUCTION – BEGINNING AND CONTINUATION OF DYSLEXIA RESEARCH
1
Introduction Beginning Continuation Directions of research Definitions and subdivisons Phonology – language Perception – motor skill – neurology – genetics Evaluation – intervention A Final Note on the History of Dyslexia
1 3 5 5 6 9 12 14 16
Chapter 2: CHALLENGES IN COGNITIVE PSYCHOLOGY
19
Introduction Some Characteristics of Cognitive Psychology Cogntive explanations? Some Characterisitcs of Cognitive Treatment Behaviouristic and Connectionistic Treatment A Combination of Traditions Options and Limitations
19 19 23 23 25 27 28
Chapter 3: DEFINING ‘DYSLEXIA’
31
Introduction Diverse Needs and Purposes Traditional Definitions The symptom principle The causality principle Can We Define ‘Dyslexia’? What Types of Definitions? Definitions as Hypotheses Definition and Subgrouping How Can We Best Define ‘Dyslexia’?
31 31 33 33 34 35 36 38 41 42
vii
TABLE OF CONTENTS
Chapter 4: DEFINING ‘SKILL’
45
Introduction Challenges Background and goals Problems Behaviourism ad abs
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