01 NRDC Dyslexia 1-88 update - Texthelp

Developmental dyslexia in adults: a research review
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Study Construct group(s) Selection criteria
Zabell, C. and Everatt, J. (2002).
‘Surface and phonological
subtypes of adult developmental
dyslexia’. Dyslexia, 8, 160–177.
Pisecco, S., Baker, D. B., Silva, P.
A. and Brooke, M. (2001). ‘Boys
with reading disabilities and/or
ADHD: distinctions in early
childhood’. Journal of Learning
Disabilities, 34(2), 98–106.
Dyslexic (vs. nondyslexic)
adults
Reading-disabled only
(vs. RD/ADHD, ADHD
only, and normal
comparison) children
For the study: current or recent
university student status.
For dyslexia: Educational
Psychological Assessments
confirming a diagnosis of dyslexia
based on poor performance on
measures of literacy and phonological
processing in the absence of known
general intellectual deficits,
perceptual impairments and psychoemotional
dysfunction and selfreported
difficulty in learning to read.
For reading disability: a reading score
at least 1.5 SD below the male
sample’s average reading score.
Kirk, J. and Reid, G. (2001). ‘An
examination of the relationship
between dyslexia and offending in
young people and the implications
for the training system’. Dyslexia,
7, 77–84.
Dyslexic (vs. nondyslexic)
young
offenders
For dyslexia: ‘positive’ indicators of
dyslexia as calculated by the
computerised self-assessment
screening test for dyslexia, QuickScan
(normed on university students).
Curtin, S., Manis, F. R. and
Seidenberg, M. S. (2001). ‘Parallels
between the reading and spelling
deficits of two subgroups of
developmental dyslexics’. Reading
and Writing, 14(5–6), 515–547.
de Martino, S., Espesser, R., Rey,
V. and Habib, M. (2001). ‘The
‘temporal processing deficit’
hypothesis in dyslexia: new
experimental evidence’. Brain and
Cognition, 46(1–2), 104–108.
Phonological and
surface dyslexic
children vs. normal
readers
Phonological dyslexic
vs. normal control
children
For poor readers: initially, teacher
nomination based on estimates that
subjects were in the bottom quartile
for reading; subsequently,
classification by difficulty with either
nonword reading or exception word
reading.
For dyslexia: normal IQ; no
neurological, auditory or visual
disorders of any kind; no attention
deficit; and a two-year lag in reading
ability.
Facoetti, A., Turatto, M., Lorusso,
M. L. and Mascetti, G. G. (2001).
‘Orienting of visual attention in
dyslexia: evidence for asymmetric
hemispheric control of attention’.
Experimental Brain Research,
138(1), 46–53.
Dyslexic children vs.
normal readers
For dyslexia: absence of spoken
language impairment; full-scale IQ
>85 as measured by WISC-R; no
known gross behavioural or emotional
problems; normal or corrected-tonormal
vision and hearing; normal
visual field; absence of ADHD; right
manual preference.