01 NRDC Dyslexia 1-88 update - Texthelp

More documents

Recommendations

Info

168 Research Report Harris, M. and Hatano, G. (Eds.). (1999). Learning to Read and Write: a cross-linguistic perspective. Cambridge: Cambridge University Press. Jackson, N. E. and Coltheart, M. (2001). Routes to Reading Success and Failure: towards an integrated cognitive psychology of atypical reading. Hove: Psychology Press. Jusczyk, P. W. (1997). The Discovery of Spoken Language. Cambridge, MA: The MIT Press. Kruidenier, J. (2002). Research-Based Principles for Adult Basic Education Reading Instruction. Portsmouth, NH: RMC Research Corporation [Accessible at www.nifl.gov/partnershipforreading/publications/adult.html]. Levine, K. (1986). The Social Context of Literacy. London: Routledge & Kegan Paul. Locke, J. L. (1993). The Child’s Path to Spoken Language. Cambridge, MA: Harvard University Press. Manguel, A. (1996). A History of Reading. London: HarperCollins. National Reading Panel. (2000). Teaching Children to Read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development. [Accessible at www.nichd.nih.gov/publications/nrp/report.htm]. Olson, D. R. (1994). The World on Paper: the conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press. Perfetti, C. A. and Marron, M. A. (1995). Learning to Read: Literacy Acquisition by Children and Adults. Philadelphia: National Center on Adult Literacy. [Accessible at literacy.org/search/detailed.html]. Purcell-Gates, V. (1995). Other People’s Words: the cycle of low literacy. Cambridge, MA: Harvard University Press. Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D. and Seidenberg, M. S. (2001). ‘How psychological science informs the teaching of reading’. Psychological Science in the Public Interest, 2(2), 31–74. [Accessible at www.psychologicalscience.org/newsresearch/publications/journals/pspi2_2.html] Rée, J. (1999). I See a Voice: a philosophical history of language, deafness and the senses. London: HarperCollins. Snow, C., Burns, M. S. and Griffin, P. (Eds.). (1998). Preventing Reading Difficulties in Young Children (Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioral and Social Sciences and Education, National Research Council). Washington, DC: National Academy Press. [Accessible at http://bob.nap.edu/html/prydc] Snowling, M. J. (2000). Dyslexia: a cognitive developmental perspective. Oxford: Basil Blackwell.
Developmental dyslexia in adults: a research review 169 Spear-Swerling, L. and Sternberg, R. J. (1998). Off Track: when poor readers become ‘learning disabled’. Oxford: Westview Press. Spear-Swerling, L. (in press). ‘A road map for understanding reading disability and other reading problems’. In R. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading, Vol. 5. Newark, DE: International Reading Association. Stanovich, K. E. (2000). Progress in Understanding Reading: scientific foundations and new frontiers. New York: The Guilford Press. Street, B. V. (1984). Literacy in Theory and Practice. Cambridge: Cambridge University Press. Tomasello, M. (1999). The Cultural Origins of Human Cognition. Cambridge, MA: Harvard University Press. Vincent, D. (1989). Literacy and Popular Culture: England 1750–1914. Cambridge: Cambridge University Press.
Page 1 and 2:
Research Review Developmental dysle
Page 3 and 4:
Developmental dyslexia in adults: a
Page 5:
How successful is intervention like
Page 8 and 9:
8 Research Report which strategies
Page 10 and 11:
10 Research Report Acknowledgements
Page 12 and 13:
12 Research Report ■ ■ ■ ■
Page 14 and 15:
14 Research Report be no surprise t
Page 16 and 17:
16 Research Report reading disabili
Page 18 and 19:
18 Research Report their turn, a va
Page 20 and 21:
20 Research Report The British Dysl
Page 22 and 23:
22 Research Report ■ ■ ■ ■
Page 24 and 25:
24 Research Report 4. Choosing the
Page 26 and 27:
26 Research Report The causes of th
Page 28 and 29:
28 Research Report (Moffatt et al.,
Page 30 and 31:
30 Research Report speech (McCrory,
Page 32 and 33:
32 Research Report Within such a mu
Page 34 and 35:
34 Research Report The statistical
Page 36 and 37:
36 Research Report Thus, if it is a
Page 38 and 39:
38 Research Report function are com
Page 40 and 41:
40 Research Report Differences betw
Page 42 and 43:
42 Research Report Part two Explana
Page 44 and 45:
44 Research Report Phonological awa
Page 46 and 47:
46 Research Report structure is not
Page 48 and 49:
48 Research Report Are there any im
Page 50 and 51:
50 Research Report which may normal
Page 52 and 53:
52 Research Report the ‘normal’
Page 54 and 55:
54 Research Report overcome by skil
Page 56 and 57:
56 Research Report Separate concurr
Page 58 and 59:
58 Research Report Naming-speed def
Page 60 and 61:
60 Research Report comprehension. O
Page 62 and 63:
62 Research Report While the DDAT e
Page 64 and 65:
64 Research Report deficit) are uni
Page 66 and 67:
66 Research Report & Nicolson, 1991
Page 68 and 69:
68 Research Report By stressing the
Page 70 and 71:
70 Research Report The self-organis
Page 72 and 73:
72 Research Report Part four Toward
Page 74 and 75:
74 Research Report is likely to pro
Page 76 and 77:
76 Research Report method suited th
Page 78 and 79:
78 Research Report procedural knowl
Page 80 and 81:
80 Research Report devising. There
Page 82 and 83:
82 Research Report dyslexic speaker
Page 84 and 85:
84 Research Report severely dyslexi
Page 86 and 87:
86 Research Report assistive techno
Page 88 and 89:
88 Research Report We end with answ
Page 90 and 91:
90 Research Report American Psychia
Page 92 and 93:
92 Research Report Bishop, D. V. M.
Page 94 and 95:
94 Research Report Caplan, D. and W
Page 96 and 97:
96 Research Report Coles, G. (2000)
Page 98 and 99:
98 Research Report Ehri, L. C., Nun
Page 100 and 101:
100 Research Report Fischer, K. W.
Page 102 and 103:
102 Research Report Galaburda, A. M
Page 104 and 105:
104 Research Report Griffiths, Y. M
Page 106 and 107:
106 Research Report HM Prison Servi
Page 108 and 109:
108 Research Report Klein, C. (1998
Page 110 and 111:
110 Research Report Lovett, M. W.,
Page 112 and 113:
112 Research Report McCrory, E. (20
Page 114 and 115:
114 Research Report Morris, R. D.,
Page 116 and 117:
116 Research Report Oakland, T., Bl
Page 118 and 119: 118 Research Report Purcell-Gates,
Page 120 and 121: 120 Research Report Richardson, A.
Page 122 and 123: 122 Research Report Seidenberg, M.
Page 124 and 125: 124 Research Report Snowling, M. J.
Page 126 and 127: 126 Research Report Stein, J. F. (1
Page 128 and 129: 128 Research Report Torgesen, J. K.
Page 130 and 131: 130 Research Report Wadsworth, S. J
Page 132 and 133: 132 Research Report Yule, W. and Ru
Page 134 and 135: 134 Research Report This definition
Page 136 and 137: 136 Research Report Note 3 ‘We be
Page 138 and 139: 138 Research Report Note 2 The comm
Page 140 and 141: 140 Research Report mastery of read
Page 142 and 143: 142 Research Report read. These are
Page 144 and 145: 144 Research Report should be descr
Page 146 and 147: 146 Research Report Note ‘No reas
Page 148 and 149: 148 Research Report Appendix 3 Some
Page 150 and 151: 150 Research Report Study Construct
Page 152 and 153: 152 Research Report Study Construct
Page 154 and 155: 154 Research Report Appendix 5 Refe
Page 156 and 157: 156 Research Report Checklist item
Page 158 and 159: 158 Research Report Function Checkl
Page 160 and 161: 160 Research Report Function Checkl
Page 162 and 163: 162 Research Report Appendix 7 A
Page 164 and 165: 164 Research Report value (although
Page 166 and 167: 166 Research Report reading-related
Page 170 and 171: 170 Research Report Appendix 10 Ana
Page 172 and 173: 172 Research Report Brodmann Functi
Page 174 and 175: 174 Research Report Figure B: Later
Page 176: 176 Research Report Figure D: Corti
show all

01 NRDC Dyslexia 1-88 update - Texthelp

Create successful ePaper yourself

Delete template?

Save as template?