01 NRDC Dyslexia 1-88 update - Texthelp

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162 Research Report Appendix 7 A ‘road map’ for understanding patterns of reading disability. From: Spear-Swerling, L. (in press). A road map for understanding reading disability and other reading problems: Origins, prevention and intervention. In R. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading, vol. 5. Newark, DE: International Reading Association. Ongoing oral language development, increasingly influenced by reading experience and volume Steadily decreasing reliance on context in word recognition Sharply increasing text fluency and comprehension Context-free word recognition Rudimentary phonological awareness Highly Proficient Reading Strategic Reading Automatic Word Recognition Controlled Word Recognition Phonetic Cue Word Recognition Visual-Cue Word Recognition Increasing higher-order comprehension abilities; reading comprehension equals or sometimes even exceeds listening comprehension Routine use of comprehension strategies in reading; increasing vocabulary and background knowledge acquired through reading Consolidation and use of larger letter patterns Increasing letter-pattern knowledge and phonemic awareness Delayed readers: Too-slow acquisition of word-recognition skills, impaired comprehension Non-automatic readers Accurate but effortful word recognition, impaired reading comprehension Inaccurate readers Inaccurate word recognition, impaired reading comprehension Alphabetic insight; increasing letter-sound knowledge. Listening far exceeds reading comprehension Nonalphabetic readers Very inaccurate word recognition, very impaired reading comprehension Negative consequences of reading failure: Lowered motivation, lowered levels of practice and lowered expectations READING DISABILITY
Developmental dyslexia in adults: a research review 163 Appendix 8 Screening for dyslexic adults ‘Methods for diagnosing dyslexia in adults vary and the appropriateness and validity of many tests is contentious.’ Department for Education and Skills (2002). Dyslexia and related specific learning difficulties. Accessed at www.dfes.gov.uk/curriculum_literacy/access/dyslexia on 28 November 2002. ‘One would be hard pressed to find a clear consensus within the dyslexia community to such fundamental questions as how best dyslexia is diagnosed’ (page 56). Nicolson, R. I. (2002). The dyslexia ecosystem. Dyslexia, 8, 55–66. ‘The diagnosis of dyslexia is itself a theory, distinguishing reading failure arising ultimately from internal rather than solely external reasons, but a rather unspecified one … ’ (page 558). Frith, U. (2001). What framework should we use for understanding developmental disorders? Developmental Neuropsychology, 20(2), 555–563. ‘The incidence of SDD is either 4% (severe) or 10% (mild) according to estimates by some organisations, including the British Dyslexia Association … Such estimates of prevalence are both theoretically and technically contentious’ (page 153). Pumfrey, P. (2001). Specific Developmental Dyslexia (SDD): ‘Basics to back’ in 2000 and beyond? In M. Hunter-Carsch (Ed.), Dyslexia: a psychosocial perspective. London: Whurr. ‘Any attempt to determine the prevalence of dyslexia should be treated with caution’ (page 27). Miles, T. R. and Miles, E. (1999). Dyslexia: a hundred years on. (Second ed.). Buckingham: Open University Press. ‘With a developmental condition such as dyslexia, there is an increased probability of secondary symptoms arising with increasing age. Given that there can also be interactive effects, the job of disentangling and understanding the causes and consequences of a person’s pattern of difficulties is usually very difficult and sometimes impossible … The more secondary difficulties there are, the harder it becomes to detect the dyslexia’ (page 68). Rack, J. (1997). Issues in the assessment of developmental dyslexia in adults: theoretical and applied perspectives. Journal of Research in Reading, 20(1), 66–76. ‘If there is, for any age and IQ, an uninterrupted gradation from good reading to bad, then the question of where to draw the line is an entirely arbitrary one. Therefore, to ask how prevalent dyslexia is in the general population will be as meaningful, and as meaningless, as asking how prevalent obesity is. The answer will depend entirely on where the line is drawn’ (page 172). Ellis, A. W. (1985). The cognitive neuropsychology of developmental (and acquired) dyslexia: a critical survey. Cognitive Neuropsychology, 2(2), 169–205. An epidemiological study has three options, broadly speaking, for determining the prevalence of a disability. It can ask respondents a single question of the kind ‘Do you have X?’ with three response options: ‘yes’, ‘no’, and ‘I don’t know’. It can employ a screening instrument alone and infer the prevalence of the condition from the instrument’s known positive predictive
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