Reading Disabilities

Reading Disabilities : 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

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Description

These proceedings of the NATO Advanved Study Institute on Differential Diagnosis and Treatments of Reading and Writing Disorders aim to answer the following questions, from their different research programs: 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?.
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Product details

  • Hardback | 352 pages
  • 177.8 x 230 x 25.4mm | 764.98g
  • Dordrecht, Netherlands, United States
  • English
  • index
  • 0792323025
  • 9780792323020

Table of contents

Part I Differential diagnosis for reading disabilities: problems in the differential diagnosis of reading disabilities; from research to clinical assessment of reading and writing disorders - the unit of analysis problem; constructing meaning from diagnostic assessment texts - validity as usefulness; Alice in IQ land or why IQ is still irrelevant to learning disabilities; towards developing a framework for diagnosing reading disorders. Part II Access to language-related component processes: components of variance models of language-related factors in reading disability - a conceptual overview; phonemic awareness, language and literacy; the relevance of phonological awareness in learning to read - Scandinavian longitudinal and quasi-experimental studies; does a past history of speech disorder predict literacy difficulties?; phonological processing in learning disabled adolescents; phonological deficits and the development of word recognition skills in developmental dyslexia. Part III Reading/spelling strategies: dyslexic reading strategies and lexical access - a comparison and validation of reading strategy distributions in dyslexic adolescents and younger, normal readers; the spelling-reading connection and dyslexia - can spelling be used to teach the alphabetic strategy?; impact of instruction on word identification skills in children with phonological processing problems; predicting reading acquisition in high and low IQ groups; phonetic short-term memory representation in children's reading of Greek; developmental dyslexia as a cognitive style; reading comprehension and related skills in nine-year-old normal and poor readers.
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