01 NRDC Dyslexia 1-88 update - Texthelp
01 NRDC Dyslexia 1-88 update - Texthelp 01 NRDC Dyslexia 1-88 update - Texthelp
92 Research Report Bishop, D. V. M. (2002). ‘Cerebellar abnormalities in developmental dyslexia: cause, correlate or consequence?’ Cortex, 38, 491–498. Bishop, D. V. M. and Butterworth, G. E. (1980). ‘Verbal-performance discrepancies: relationship to birth risk and specific reading retardation.’ Cortex, 16, 375–389. Blachman, B. A., Ball, E. W., Black, R. S. and Tangel, D. M. (1994). ‘Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: does it make a difference?’ Reading and Writing, 6(1), 1–18. Black, S., Rouse, R. and Wickert, R. (1990). The Illiteracy Myth: A Comparative Study of Prisoner Literacy Abilities. Canberra: Australian Department of Employment, Education and Training. Boder, E. (1973). ‘Developmental dyslexia: a diagnostic approach based on three atypical reading-spelling patterns.’ Developmental Medicine and Child Neurology, 15, 663–687. Booth, J. R., Burman, D. D., Van Santen, F. W., Harasaki, Y., Gitelman, D. R., Parrish, T. B. and Mesulam, M.-M. (2001). ‘The development of specialized brain systems in reading and oral language.’ Child Neuropsychology, 7(3), 19–141. Borges, J. L. (2000). The Total Library: non-fiction 1922–1986 (E. Weinberger, Trans.). London: Allen Lane. Borsting, E., Ridder, W. H., Dudeck, K., Kelley, C., Matsui, L. and Motoyama, J. (1996). ‘The presence of a magnocellular deficit depends on the type of dyslexia.’ Vision Research, 36(7), 1047–1053. Bourassa, D. and Treiman, R. (2001). ‘Spelling development and disability: the importance of linguistic factors.’ Language, Speech and Hearing Services in Schools, 32(3), 172–181. Bourassa, D. and Treiman, R. (2003). ‘Spelling in dyslexic children with dyslexia: analyses from the Treiman-Bourassa early spelling test.’ Scientific Studies of Reading, 7(4), 309–333. Bowers, P. G. and Wolf, M. (1993). ‘Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia.’ Reading and Writing, 5(1), 69–85. Bowey, J. A. (1995). ‘Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement.’ Journal of Educational Psychology, 87(3), 476–487. Bradley, L. and Bryant, P. E. (1978). ‘Difficulties in auditory organisation as a possible cause of reading backwardness.’ Nature, 271, 746–747. Bradshaw, J., Sewell, J., Adams, E. and Page, N. (2002). Skills for Life diagnostic assessments in literacy (dyslexia): trial report. Slough: National Foundation for Educational Research (unpublished). Briscoe, J., Bishop, D. V. M. and Norbury, C. F. (2001). ‘Phonological processing, language, and literacy: a comparison of children with mild-to-moderate sensorineural hearing loss and
Developmental dyslexia in adults: a research review 93 those with specific language impairment.’ Journal of Child Psychology and Psychiatry, 42(3), 329–340. British Psychological Society. (1999). Dyslexia, Literacy and Psychological Assessment (Report of a Working Party of the Division of Educational and Child Psychology). Leicester: Author. Bronfenbrenner, U. and Ceci, S. J. (1994). ‘Nature-nurture reconceptualized in developmental perspective: a bioecological model.’ Psychological Review, 101(4), 568–586. Brooks, G., Davies, R., Duckett, L., Hutchison, D., Kendall, S. and Wilkin, A. (2001a). Progress in Adult Literacy: do learners learn? London: The Basic Skills Agency. Brooks, G., Giles, K., Harman, J., Kendall, S., Rees, F. and Whittaker, S. (2001b). Assembling the Fragments: a review of research in adult basic skills. London: Department for Education and Employment. Brooks, G., Gorman, T., Kendall, L. and Tate, A. (1992). What Teachers in Training are Taught about Reading: the working papers. Slough: National Foundation for Educational Research. Bruck, M. (1998). Outcomes of adults with childhood histories of dyslexia. In C. Hulme & R. M. Joshi (Eds.) (pp. 179–200). Mahwah, NJ: Lawrence Erlbaum Associates. Brunswick, N., McCrory, E., Price, C. J., Frith, C. D. and Frith, U. (1999). ‘Explicit and implicit processing of words and pseudowords by adult developmental dyslexics – a search for Wernicke’s Wortschatz?’ Brain, 122, 1901–1917. Bryant, P. (2002). ‘Children’s thoughts about reading and spelling.’ Scientific Studies of Reading, 6(2), 199–216. Bryant, P. and Bradley, L. (1985). Children’s Reading Problems: psychology and education. Oxford: Basil Blackwell. Bryant, P. and Impey, L. (1986). ‘The similarities between normal readers and developmental and acquired dyslexics.’ Cognition, 24(1–2), 121–137. Bus, A. G. and van IJzendoorn, M. H. (1999). ‘Phonological awareness and early reading: a meta-analysis of experimental training studies.’ Journal of Educational Psychology, 91(3), 403–414. Byrne, B. (1998). The Foundation of Literacy: the child’s acquisition of the alphabetic principle. Hove: Psychology Press. Cabeza, R. and Nyberg, L. (1997). ‘Imaging Cognition: an empirical review of PET studies with normal subjects.’ Journal of Cognitive Neurosciences, 9(1), 1–26. Cairns, R. B. (1996). Socialization and sociogenesis. In D. Magnusson (Ed.), The lifespan development of individuals: behavioral, neurobiological, and psychosocial perspectives: a synthesis. (pp. 277–295). Cambridge: Cambridge University Press.
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92<br />
Research Report<br />
Bishop, D. V. M. (2002). ‘Cerebellar abnormalities in developmental dyslexia: cause, correlate<br />
or consequence?’ Cortex, 38, 491–498.<br />
Bishop, D. V. M. and Butterworth, G. E. (1980). ‘Verbal-performance discrepancies:<br />
relationship to birth risk and specific reading retardation.’ Cortex, 16, 375–389.<br />
Blachman, B. A., Ball, E. W., Black, R. S. and Tangel, D. M. (1994). ‘Kindergarten teachers<br />
develop phoneme awareness in low-income, inner-city classrooms: does it make a<br />
difference?’ Reading and Writing, 6(1), 1–18.<br />
Black, S., Rouse, R. and Wickert, R. (1990). The Illiteracy Myth: A Comparative Study of<br />
Prisoner Literacy Abilities. Canberra: Australian Department of Employment, Education and<br />
Training.<br />
Boder, E. (1973). ‘Developmental dyslexia: a diagnostic approach based on three atypical<br />
reading-spelling patterns.’ Developmental Medicine and Child Neurology, 15, 663–687.<br />
Booth, J. R., Burman, D. D., Van Santen, F. W., Harasaki, Y., Gitelman, D. R., Parrish, T. B. and<br />
Mesulam, M.-M. (20<strong>01</strong>). ‘The development of specialized brain systems in reading and oral<br />
language.’ Child Neuropsychology, 7(3), 19–141.<br />
Borges, J. L. (2000). The Total Library: non-fiction 1922–1986 (E. Weinberger, Trans.).<br />
London: Allen Lane.<br />
Borsting, E., Ridder, W. H., Dudeck, K., Kelley, C., Matsui, L. and Motoyama, J. (1996). ‘The<br />
presence of a magnocellular deficit depends on the type of dyslexia.’ Vision Research, 36(7),<br />
1047–1053.<br />
Bourassa, D. and Treiman, R. (20<strong>01</strong>). ‘Spelling development and disability: the importance of<br />
linguistic factors.’ Language, Speech and Hearing Services in Schools, 32(3), 172–181.<br />
Bourassa, D. and Treiman, R. (2003). ‘Spelling in dyslexic children with dyslexia: analyses<br />
from the Treiman-Bourassa early spelling test.’ Scientific Studies of Reading, 7(4), 309–333.<br />
Bowers, P. G. and Wolf, M. (1993). ‘Theoretical links among naming speed, precise timing<br />
mechanisms and orthographic skill in dyslexia.’ Reading and Writing, 5(1), 69–85.<br />
Bowey, J. A. (1995). ‘Socioeconomic status differences in preschool phonological sensitivity<br />
and first-grade reading achievement.’ Journal of Educational Psychology, 87(3), 476–487.<br />
Bradley, L. and Bryant, P. E. (1978). ‘Difficulties in auditory organisation as a possible cause of<br />
reading backwardness.’ Nature, 271, 746–747.<br />
Bradshaw, J., Sewell, J., Adams, E. and Page, N. (2002). Skills for Life diagnostic<br />
assessments in literacy (dyslexia): trial report. Slough: National Foundation for Educational<br />
Research (unpublished).<br />
Briscoe, J., Bishop, D. V. M. and Norbury, C. F. (20<strong>01</strong>). ‘Phonological processing, language,<br />
and literacy: a comparison of children with mild-to-moderate sensorineural hearing loss and