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Full 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?.
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.
