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01 NRDC Dyslexia 1-88 update - Texthelp

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Developmental dyslexia in adults: a research review 159<br />

Function Checklist item Observations<br />

Comprehension of<br />

spoken language<br />

Has difficulty telling or<br />

understanding jokes (5)<br />

Might indicate inability to recognise<br />

wordplay (which, in turn, might be of<br />

more than one kind).<br />

Misinterprets language, has poor<br />

comprehension of what is said (6)<br />

Might indicate deficits in general or<br />

vocabulary knowledge, insensitivity to<br />

prosody, or difficulty with more complex<br />

syntax.<br />

Writing<br />

Can explain things orally, but not<br />

in writing (15)<br />

Might indicate problems with spelling,<br />

motor control, or the formal structuring<br />

of thought.<br />

Has difficulty in writing ideas on<br />

paper (16)<br />

Might indicate problems with spelling,<br />

motor control, or the formal structuring<br />

of thought.<br />

Has difficulty in completing forms<br />

correctly (18)<br />

Might indicate difficulty with reading,<br />

eyesight, spelling, writing, knowledge of<br />

the conventions (or badly-designed<br />

forms).<br />

Has persistent problems with<br />

sentence structure, writing<br />

mechanics and organising<br />

written work (19)<br />

These are three separate problems, as<br />

in the notes to 15 and 16 above.<br />

Writes illegibly (34)<br />

Might indicate genuine difficulty in fine<br />

motor control, want of adequate<br />

instruction, or lack of motivation.<br />

Written vocabulary limited by<br />

spelling ability (40)<br />

Might indicate a defensive response to<br />

insensitive treatment in school.<br />

Long-term or explicit<br />

memory<br />

Has difficulty in reciting months<br />

forwards (38)<br />

Serial recall might be compromised if<br />

the items were not learned in serial<br />

order.<br />

Finds it difficult to recite the<br />

alphabet (44)<br />

Serial recall might be compromised if<br />

the items were not learned in serial<br />

order.<br />

Misplaces personal possessions<br />

(55)<br />

Verbal short-term<br />

memory<br />

Can learn information presented<br />

in one way but not in another (3)<br />

Ambiguous, in that ‘assimilation’ and<br />

‘retention’ might not be simple<br />

cognitive functions, but generally<br />

perceived as a ‘learning style’ issue,<br />

where there is a preference for visual<br />

over verbal presentation.<br />

Finds it difficult to memorise<br />

information (8)

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