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"The Dyslexia Debate examines how we use the term "dyslexia" and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the best form of intervention, Julian G. Elliott and Elena L. Grigorenko show that it adds little value. In fact, our problematic interpretation of the term could prove to be a major disservice to many children with difficulties learning to read. This book outlines in detail the diverse ways in which reading problems have been conceptualized and operationalized. Elliott and Grigorenko consider the latest research in cognitive science, genetics, and neuroscience, and the limitations of these fields in terms of professional action. They then provide a more helpful, scientifically rigorous way to describe the various types of reading difficulties and discuss empirically supported forms of intervention".
Child Development. --- Child Psychology. --- Child development. --- Child psychology. --- Children --- Dyslexi. --- Dyslexia --- Dyslexia. --- Reading disability. --- Remedial teaching. --- Special education. --- Psychology. --- Diagnosis. --- Dyslexie --- Child development --- Child psychology --- Enfants --- Développement --- Psychologie --- Child Development --- Psychology, Child --- dyslexie --- #KVHB:Dyslexie --- Psychology, Infant --- Psychology, Pediatric --- Child Psychology --- Infant Psychology --- Pediatric Psychology --- Child --- Infant --- Psychology, Developmental --- Infant Development --- Development, Child --- Development, Infant --- Growth --- diagnosis --- psychology --- Dyslexie. --- Ontwikkeling van het kind --- Kinderpsychologie --- Jeugdpsychologie
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As the first title in the new series, 'New Directions in Communication Sciences Research: Integrative Approaches', this volume discusses a unique phenomenon in cognitive science& single-word reading& which is an essential element in successful reading competence. Single-word reading is an interdisciplinary area of research that incorporates phonological, orthographic, graphemic, and semantic information in the representations suitable for the task demands of reading. Editors Elena L. Grigorenko and Adam J. Naples have organized a collection of essays written by an outstanding group of scholars in order to systematically sample research on this important topic, as well as to describe the research within different experimental paradigms. 'Single-Word Reading 'provides an introduction to unfamiliar areas of research, and is an inspiration for future study. The introductory chapter sets up a contextual stage for connections between spoken and written word processing, the stage-based nature of their development, and the role of education. Succeeding chapters address visual word processing; the role of morphology in word recognition; the role of lexical representation; the biological bases of single-word reading and related processes; and more. Reading researchers will take interest in this substantial book, as will professionals and practitioners linked to the teaching of reading in the departments of school psychology, special education, communication disorders, neuroscience, cognitive science, linguistics, and reading.
Reading, Psychology of. --- Experimentele psychologie --- denken, begripsvorming en problem solving. --- Lecture --- Psychologie --- Communicatiestoornissen --- Communicatie --- Lezen --- Vaardigheidstraining --- Communicatiestoornis --- Schrijven --- Spel
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