01 NRDC Dyslexia 1-88 update - Texthelp
01 NRDC Dyslexia 1-88 update - Texthelp 01 NRDC Dyslexia 1-88 update - Texthelp
166 Research Report reading-related methods and the invalidity of IQ-discrepancy methods, for discriminating between dyslexics and ordinary poor readers. If full-scale diagnostic assessment were to take place at the second stage, neither construct validity nor test-retest reliability would be of over-riding importance in the screening test, but face validity, acceptability and ease of administration would be of primary importance. The risk of false negatives is evident, although it cannot be quantified Alternatively, if the chosen screening instrument is a cognitive test battery, it might be acceptable to supplement test scores with a structured interview, which could be undertaken by the survey interviewer. Additional criteria for the screening instrument would then be face validity, acceptability, and ease of administration within the time constraints of the survey. However, of over-riding importance would be construct validity and test-retest reliability. This method of identification would, of necessity, be inferential, but perhaps no more so than any method likely to be employed by an educational psychologist. Suggested strategy It would be possible for those contemplating research of this kind to assess their options and then to pursue a course of action without reference to any other body. That would be an honourable position, but a hazardous one. Alternatively, intending researchers could set out criteria for a screening instrument and invite interested parties to propose for consideration any instruments known to them which meet those criteria. Suggestions made in response to this request could be reviewed and a decision whether (and, if so, how) to proceed could be taken on the basis of the review.
Developmental dyslexia in adults: a research review 167 Appendix 9 Some recommended reading for literacy teachers Abadzi, H. (1994). What We Know about Acquisition of Adult Literacy: Is There Hope? (World Bank Discussion Papers No. 245). Washington, DC: World Bank. Adams, M. J. (1990). Beginning to Read: thinking and learning about print. Cambridge, MA: The MIT Press. Altick, R. D. (1957). The English Common Reader: A Social History of the Mass Reading Public 1800–1900. Chicago, IL: The University of Chicago Press. Altmann, G. T. M. (1997). The Ascent of Babel: an exploration of language, mind and understanding. Oxford: Oxford University Press. Bruner, J. (1983). Child’s Talk: learning to use language. Oxford: Oxford University Press. Bryant, P. and Bradley, L. (1985). Children’s Reading Problems: psychology and education. Oxford: Basil Blackwell. Byrne, B. (1998). The Foundation of Literacy: the child’s acquisition of the alphabetic principle. Hove: Psychology Press. Carr, T. H. and Levy, B. A. (Eds.). (1990). Reading and its Development: component skills approaches. San Diego, CA: Academic Press, Inc. Chall, J. S., Jacobs, V. A. and Baldwin, L. E. (1990). The Reading Crisis: why poor children fall behind. Cambridge, MA: Harvard University Press. Corballis, M. C. (2002). From Hand to Mouth: the origins of language. Princeton, NJ: Princeton University Press. Cornoldi, C. and Oakhill, J. (Eds.). (1996). Reading Comprehension Difficulties: processes and intervention. Mahwah, NJ: Lawrence Erlbaum Associates. Crystal, D. (1997). The Cambridge Encyclopedia of Language (Second ed.). Cambridge: Cambridge University Press. Goswami, U. and Bryant, P. (1990). Phonological Skills and Learning to Read. Hove: Lawrence Erlbaum Associates. Gough, P. B., Ehri, L. C. and Treiman, R. (Eds.). (1992). Reading Acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates. Graff, H. J. (1995). The Labyrinths of Literacy: reflections on literacy past and present (Revised and expanded ed.). Pittsburgh, PA: University of Pittsburgh Press.
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Developmental dyslexia in adults: a research review 167<br />
Appendix 9<br />
Some recommended reading for literacy<br />
teachers<br />
Abadzi, H. (1994). What We Know about Acquisition of Adult Literacy: Is There Hope? (World<br />
Bank Discussion Papers No. 245). Washington, DC: World Bank.<br />
Adams, M. J. (1990). Beginning to Read: thinking and learning about print. Cambridge, MA:<br />
The MIT Press.<br />
Altick, R. D. (1957). The English Common Reader: A Social History of the Mass Reading<br />
Public 1800–1900. Chicago, IL: The University of Chicago Press.<br />
Altmann, G. T. M. (1997). The Ascent of Babel: an exploration of language, mind and<br />
understanding. Oxford: Oxford University Press.<br />
Bruner, J. (1983). Child’s Talk: learning to use language. Oxford: Oxford University Press.<br />
Bryant, P. and Bradley, L. (1985). Children’s Reading Problems: psychology and education.<br />
Oxford: Basil Blackwell.<br />
Byrne, B. (1998). The Foundation of Literacy: the child’s acquisition of the alphabetic<br />
principle. Hove: Psychology Press.<br />
Carr, T. H. and Levy, B. A. (Eds.). (1990). Reading and its Development: component skills<br />
approaches. San Diego, CA: Academic Press, Inc.<br />
Chall, J. S., Jacobs, V. A. and Baldwin, L. E. (1990). The Reading Crisis: why poor children fall<br />
behind. Cambridge, MA: Harvard University Press.<br />
Corballis, M. C. (2002). From Hand to Mouth: the origins of language. Princeton, NJ:<br />
Princeton University Press.<br />
Cornoldi, C. and Oakhill, J. (Eds.). (1996). Reading Comprehension Difficulties: processes and<br />
intervention. Mahwah, NJ: Lawrence Erlbaum Associates.<br />
Crystal, D. (1997). The Cambridge Encyclopedia of Language (Second ed.). Cambridge:<br />
Cambridge University Press.<br />
Goswami, U. and Bryant, P. (1990). Phonological Skills and Learning to Read. Hove:<br />
Lawrence Erlbaum Associates.<br />
Gough, P. B., Ehri, L. C. and Treiman, R. (Eds.). (1992). Reading Acquisition. Hillsdale, NJ:<br />
Lawrence Erlbaum Associates.<br />
Graff, H. J. (1995). The Labyrinths of Literacy: reflections on literacy past and present<br />
(Revised and expanded ed.). Pittsburgh, PA: University of Pittsburgh Press.
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