01 NRDC Dyslexia 1-88 update - Texthelp
01 NRDC Dyslexia 1-88 update - Texthelp 01 NRDC Dyslexia 1-88 update - Texthelp
114 Research Report Morris, R. D., Stuebing, K. K., Fletcher, J. M., Shaywitz, S. E., Lyon, G. R., Shankweiler, D. P., Katz, L., Francis, D. J. and Shaywitz, B. A. (1998). ‘Subtypes of reading disability: variability around a phonological core.’ Journal of Educational Psychology, 90(3), 347–373. Mortimore, J. and Blackstone, T. (1982). Disadvantage and Education. London: Heinemann. Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1988). School Matters: the junior years. Wells: Open Books. Morton, J. and Frith, U. (1995). ‘Causal modelling: a structural approach to developmental psychopathology.’ In D. Cicchetti & D. J. Cohen (Eds.), Developmental Psychopathology (Vol. 1 Theory and Methods, pp. 357–390). New York: Wiley-Interscience. Murphy, L. and Pollatsek, A. (1994). ‘Developmental dyslexia: heterogeneity without discrete subgroups.’ Annals of Dyslexia, 44, 120–146. Närhi, V. and Ahonen, T. (1995). ‘Reading disability with or without Attention Deficit Hyperactivity Disorder: do attentional problems make a difference?’ Developmental Neuropsychology, 11(3), 337–349. Nathan, L., Wells, B. and Donlan, C. (1998). ‘Children’s comprehension of unfamiliar regional accents: a preliminary investigation.’ Journal of Child Language, 25, 343–365. Nation, K. and Snowling, M. J. (1998). ‘Semantic processing and the development of wordrecognition skills: evidence from children with reading comprehension difficulties.’ Journal of Memory and Language, 39(1), 85–101. National Reading Panel. (2000). Teaching Children to Read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. [Accessible at http://www.nichd.nih.gov/publications/nrp/report.htm]. Washington, DC: National Institute of Child Health and Human Development. Neisser, U., Boodoo, G., T J Bouchard, J., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J. and Urbina, S. (1996). ‘Intelligence: knowns and unknowns.’ American Psychologist, 51(2), 77–101. NICHD. (2000). Emergent and Early Literacy Workshop: current status and research directions. [Accessed at www.nichd.nih.gov/crmc/c on 6 December 2002]. Nicholson, T. (1997). ‘Closing the gap on reading failure: social background, phonemic awareness, and learning to read.’ In B. A. Blachman (Ed.), Foundations of Reading Acquisition and Dyslexia: implications for early intervention. (pp. 381–407). Mahwah, NJ: Lawrence Erlbaum Associates. Nicholson, T., Bailey, J. and McArthur, J. (1991). ‘Context clues in reading: the gap between research and popular opinion.’ Journal of Reading, Writing, and Learning Disabilities International, 7, 33–41. Nicolson, R. I. (1996). ‘Developmental dyslexia: past, present and future.’ Dyslexia, 2(3), 190–207.
Developmental dyslexia in adults: a research review 115 Nicolson, R. I. (2002). ‘The dyslexia ecosystem.’ Dyslexia, 8, 55–66. Nicolson, R. I. and Fawcett, A. J. (1990). ‘Automaticity: a new framework for dyslexia research?’ Cognition, 35, 159–182. Nicolson, R. I. and Fawcett, A. J. (1994). ‘Comparison of deficits in cognitive and motor skills among children with dyslexia.’ Annals of Dyslexia, 44, 147–164. Nicolson, R. I. and Fawcett, A. J. (1999). ‘Developmental dyslexia: the role of the cerebellum.’ Dyslexia, 5, 155–177. Nicolson, R. I., Fawcett, A. J. and Dean, P. (1995). ‘Time estimation deficits in developmental dyslexia: evidence of cerebellar involvement.’ Proceedings of the Royal Society of London, Series B: Biological Sciences, 259(1354), 43–47. Nicolson, R. I., Fawcett, A. J. and Dean, P. (2001a). ‘Developmental dyslexia: the cerebellar deficit hypothesis.’ Trends in Neurosciences, 24(9), 508–511. Nicolson, R. I., Fawcett, A. J. and Dean, P. (2001b). ‘Dyslexia, development and the cerebellum.’ Trends in Neurosciences, 24(9), 515–516. Nicolson, R. I., Fawcett, A. J. and Miles, T. R. (1993). Adult Dyslexia Screening Feasibility Study (Report OL176). Sheffield: Department of Employment. Nicolson, R. I. and Reynolds, D. (2003a). ‘Science, sense and synergy: response to commentators.’ Dyslexia, 9(3), 167–176. Nicolson, R. I. and Reynolds, D. (2003b). ‘Sound findings and appropriate statistics: response to Snowling and Hulme.’ Dyslexia, 9(2), 134–135. Nittrouer, S. (1996). ‘The relation between speech perception and phonemic awareness: evidence from low-SES children and children with chronic OM.’ Journal of Speech and Hearing Research, 39, 1059–1070. Nittrouer, S. (2001). ‘Challenging the notion of innate phonetic boundaries.’ Journal of the Acoustical Society of America, 110(3), 1598–1605. Nittrouer, S. (2002). ‘From ear to cortex: a perspective on what clinicians need to understand about speech perception and language processing.’ Language, Speech and Hearing Services in Schools, 33(4), 237–252. Nopola-Hemmi, J., Myllyluoma, B., Haltia, T., Taipale, M., Ollikainen, V., Ahonen, T., Voutilainen, A., Kere, J. and Widen, E. (2001). ‘A dominant gene for developmental dyslexia on chromosome 3.’ Journal of Medical Genetics, 38(10), 658–664. Norris, J. A. and Hoffman, P. R. (2002). ‘Phonemic awareness: a complex developmental process.’ Topics in Language Disorders, 22(2), 1–34.
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Developmental dyslexia in adults: a research review 115<br />
Nicolson, R. I. (2002). ‘The dyslexia ecosystem.’ <strong>Dyslexia</strong>, 8, 55–66.<br />
Nicolson, R. I. and Fawcett, A. J. (1990). ‘Automaticity: a new framework for dyslexia<br />
research?’ Cognition, 35, 159–182.<br />
Nicolson, R. I. and Fawcett, A. J. (1994). ‘Comparison of deficits in cognitive and motor skills<br />
among children with dyslexia.’ Annals of <strong>Dyslexia</strong>, 44, 147–164.<br />
Nicolson, R. I. and Fawcett, A. J. (1999). ‘Developmental dyslexia: the role of the cerebellum.’<br />
<strong>Dyslexia</strong>, 5, 155–177.<br />
Nicolson, R. I., Fawcett, A. J. and Dean, P. (1995). ‘Time estimation deficits in developmental<br />
dyslexia: evidence of cerebellar involvement.’ Proceedings of the Royal Society of London,<br />
Series B: Biological Sciences, 259(1354), 43–47.<br />
Nicolson, R. I., Fawcett, A. J. and Dean, P. (20<strong>01</strong>a). ‘Developmental dyslexia: the cerebellar<br />
deficit hypothesis.’ Trends in Neurosciences, 24(9), 508–511.<br />
Nicolson, R. I., Fawcett, A. J. and Dean, P. (20<strong>01</strong>b). ‘<strong>Dyslexia</strong>, development and the<br />
cerebellum.’ Trends in Neurosciences, 24(9), 515–516.<br />
Nicolson, R. I., Fawcett, A. J. and Miles, T. R. (1993). Adult <strong>Dyslexia</strong> Screening Feasibility<br />
Study (Report OL176). Sheffield: Department of Employment.<br />
Nicolson, R. I. and Reynolds, D. (2003a). ‘Science, sense and synergy: response to<br />
commentators.’ <strong>Dyslexia</strong>, 9(3), 167–176.<br />
Nicolson, R. I. and Reynolds, D. (2003b). ‘Sound findings and appropriate statistics: response<br />
to Snowling and Hulme.’ <strong>Dyslexia</strong>, 9(2), 134–135.<br />
Nittrouer, S. (1996). ‘The relation between speech perception and phonemic awareness:<br />
evidence from low-SES children and children with chronic OM.’ Journal of Speech and<br />
Hearing Research, 39, 1059–1070.<br />
Nittrouer, S. (20<strong>01</strong>). ‘Challenging the notion of innate phonetic boundaries.’ Journal of the<br />
Acoustical Society of America, 110(3), 1598–1605.<br />
Nittrouer, S. (2002). ‘From ear to cortex: a perspective on what clinicians need to understand<br />
about speech perception and language processing.’ Language, Speech and Hearing Services<br />
in Schools, 33(4), 237–252.<br />
Nopola-Hemmi, J., Myllyluoma, B., Haltia, T., Taipale, M., Ollikainen, V., Ahonen, T.,<br />
Voutilainen, A., Kere, J. and Widen, E. (20<strong>01</strong>). ‘A dominant gene for developmental dyslexia on<br />
chromosome 3.’ Journal of Medical Genetics, 38(10), 658–664.<br />
Norris, J. A. and Hoffman, P. R. (2002). ‘Phonemic awareness: a complex developmental<br />
process.’ Topics in Language Disorders, 22(2), 1–34.
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