19.10.2014 Views

01 NRDC Dyslexia 1-88 update - Texthelp

01 NRDC Dyslexia 1-88 update - Texthelp

01 NRDC Dyslexia 1-88 update - Texthelp

SHOW MORE
SHOW LESS

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

Developmental dyslexia in adults: a research review 107<br />

Comprehension: perspectives from cognitive neuroscience (pp. 3–25). Mahwah, NJ:<br />

Lawrence Erlbaum Associates.<br />

Jackson, N. E. and Coltheart, M. (20<strong>01</strong>). Routes to Reading Success and Failure: towards an<br />

integrated cognitive psychology of atypical reading. Hove: Psychology Press.<br />

Johnson, K. R. and Layng, T. V. J. (1992). ‘Breaking the structuralist barrier: literacy and<br />

numeracy with fluency.’ American Psychologist, 47(11), 1475–1490.<br />

Johnson, S. P. (2003). ‘The nature of cognitive development.’ Trends in Cognitive Sciences,<br />

7(3), 102–104.<br />

Jorm, A. F., Share, D. L., Maclean, R. and Matthews, R. (1986a). ‘Cognitive factors at school<br />

entry predictive of specific reading retardation and general reading backwardness: a research<br />

note.’ Journal of Child Psychology and Psychiatry, 27(1), 45–54.<br />

Jorm, A. F., Share, D. L., Matthews, R. and Maclean, R. (1986b). ‘Behaviour problems in<br />

specific reading retarded and general reading backward children: a longitudinal study.’<br />

Journal of Child Psychology and Psychiatry, 27(1), 33–43.<br />

Kaplan, B. J., Dewey, D. M., Crawford, S. G. and Wilson, B. N. (20<strong>01</strong>). ‘The term comorbidity is<br />

of questionable value in reference to developmental disorders: data and theory.’ Journal of<br />

Learning Disabilities, 34(6), 555–565.<br />

Karmiloff-Smith, A. (1992). Beyond Modularity: a developmental perspective on cognitive<br />

science. Cambridge, MA: MIT Press.<br />

Karmiloff-Smith, A. (1998). ‘Development itself is the key to understanding developmental<br />

disorders.’ Trends in Cognitive Sciences, 2(10), 389–398.<br />

Karmiloff-Smith, A., Scerif, G. and Ansari, D. (2003). ‘Double dissociations in developmental<br />

disorders? Theoretically misconceived, empirically dubious.’ Cortex, 39(1), 161–163.<br />

Kavale, K. A. and Forness, S. R. (2000). ‘What definitions of learning disability say and don’t<br />

say: a critical analysis.’ Journal of Learning Disabilities, 33(3), 239–256.<br />

Kerr, H. (20<strong>01</strong>). ‘Learned helplessness and dyslexia: a carts and horses issue?’ Reading,<br />

35(2), 82–85.<br />

Kirk, J. and Reid, G. (20<strong>01</strong>). ‘An examination of the relationship between dyslexia and<br />

offending in young people and the implications for the training system.’ <strong>Dyslexia</strong>, 7, 77–84.<br />

Kirk, S. A., Gallagher, J. J. and Anastasiow, N. J. (1993). Educating Exceptional Children<br />

(Seventh ed.). Boston: Houghton Mifflin.<br />

Kitz, W. R. and Nash, R. T. (1992). ‘Testing the effectiveness of the Project Success Summer<br />

Program for adult dyslexics.’ Annals of <strong>Dyslexia</strong>, 42, 3–24.<br />

Klein, C. (1993). Diagnosing <strong>Dyslexia</strong>: a guide to the assessment of adults with specific<br />

learning difficulties. London: Adult Literacy & Basic Skills Unit.

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!