01 NRDC Dyslexia 1-88 update - Texthelp

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152 Research Report Study Construct group(s) Selection criteria Cohen, M. J., Morgan, A. M., Vaughn, M., Riccio, C. A. and Hall, J. (1999). ‘Verbal fluency in children: developmental issues and differential validity in distinguishing children with Attention-Deficit Hyperactivity Disorder and two subtypes of dyslexia’. Archives of Clinical Neuropsychology, 14(5), 433–443. Dyslexic vs. ADHD and normal control children For dyslexia: normal intelligence and a IQ/achievement discrepancy of at least 20 standard score points in either reading recognition or reading comprehension or both. Note Although this table could be extended, it is probably long enough to make its point.
Developmental dyslexia in adults: a research review 153 Appendix 4 A general model of reading and influences on reading development Figure 2.5 in Jackson, N. E. and Coltheart, M. (20<strong>01</strong>). Routes to Reading Success and Failure: towards an integrated cognitive psychology of atypical reading. Hove: Psychology Press. Environmental Causes Internal Causes Prenatal exposure to teratogens Perinatal anoxia etc. Biological level Genotype Brain structures/functions relevant to reading Sensory or motor systems relevant to reading Effects on brain of acute trauma Effects on brain of chronic trauma etc. Oral language exposure Print exposure Method of reading instruction etc. Cognitive level Verbal reasoning The reading system Attentional system Other cognitive systems Behavioural data (patterns of reading task performance) Pseudoword reading Visual-lexical decision Exception word reading Orthographic choice tests Regular word reading Print comprehension, etc.
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