Annals of Dyslexia An Interdisciplinary Journal of the Orton Society 1994: Vol 44 Index

7 Pages·1994·1.2 MB·English

Index
(Page numbers in talics indicate mate- effect of theravy using, 72-75,
rial in tables or figures.) 144; interest and attention of
students in, 76
ADD program. See Auditory
Bangor Dyslexia Test, 148; modi-
Discrimination in Depth
fied for Japanese subjects,
(ADD) program
107-8, 109-110, 113, 118-19
ADHD. See Attention Deficit
Behavior problems in the class-
Hyperactive Disorder
room, 169
(ADHD)
Bilingual individuals, assessing
Adults: oral reading of non-words
cognitive abilities in, 40
by, 215, 216; phoneme identi-
Blachman, Benita, 76-77
fication by normal and
Blending ability, phonemic aware-
dyslexic, 217; phonetic dis-
tinctness of oral reading by ness and, 53
Bloom, Benjamin, 171-72
normal and dyslexic, 219;
British Dyslexia Association, defin-
phonological word knowl-
edge in, 218-19; reading in ition of dyslexia by, 186-87,
188
relation to job (or education)
by normal and dyslexic, 217; Code-emphasis instruction, 84-85
reading skills in, 214-15. See College, reasons for attending, 235-
also Learning disabled adults; 37. See also Learning disabled
Learning disabled individu- college students
als College courses, substitutions for
Affective (depressive) disorders: and waivers of, 229. See also
ADHD and, 166, 167, 177-78, Learning disabled college
179-81; relation between students
reading disabilities and College students: academic expec-
ADHD and, 166 tations and achievement of,
Amusia, 187 238-39, 240-41, 242-43; acade-
Anger as a positive force, 276-77 mic and social adjustment of,
Articulation awareness, 36-37; 237-38; dependence on fami-
results of training in, 49 lies and, 243, 245; fields in
Articulation training, 46 which credits are earned,
Articulatory feedback, 77 242-43; graduation rates of,
Attention Deficit Hyperactive 247; satisfaction with college
Disorder (ADHD), 169-70; social climate and, 243; time
diagnostic issues in, 171-73; spent studying, 238, 247;
disorders overlapping, 166, views of high school experi-
172; effective treatment of, ence by, 243. See also
181-82; heterogeneity and Learning disabled college
sub-typing of, 173-78; pri- students
mary symptoms of, 181 Colors, naming speed for, 5
Auditory Discrimination in Depth Computers, the learning disabled
(ADD) program, 62-63, 64-67; and, 279-80
289
290
Conduct disorders, 174 tive deficits as major causes
Conscious Compensation (CC) of, 122, 123; skill deficits in,
hypothesis, dyslexia and, 150 148; surface, 121, 133-34, 141;
tests correlating with, 148.
Decoding: phonological awareness See also Developmental
and, 77; tests to measure, 70 dyslexia; Reading disability
Decoding program for selected dis- Dyslexic adults, phoneme aware-
abled readers, 144 ness among, 208. See also
Decoding index, 70 Adults; Illiterates; Learning
Depression, 168, 169, 181-82; disabled adults; Learning
ADHD and, 166, 167, 177-78, disabled college students
179-81 Dyslexic Automatization Deficit
Desipramine, 176 (DAD) hypothesis, 150, 161-
Developmental dyslexia, 121-24; 62
heterogeneity of, 121, 140; Dyslexic musicians, 185-89; appro-
individual differences and, priate instruments for, 199;
131-34, 139; oral language case studies of, 189-94; self-
measures and, 128-29, 134-36, reported difficulties of (re-
137, 138; reading measures lated to study of music), 195;
and, 126-28, 129, 130, 131; techniques and strategies in
remediation methods for,
teaching, 188, 197-200
144. See also Dyslexia; Dysmusia, 187
Reading disability
Diagnostic Statistical Manual Errors, handling student (ADD
(DSM) IV (American program), 66
Psychiatric Association,
1994), ADHD symptoms dif- Fluency index, 70
ferentiated in, 173 Foreign language studies, students
with learning disabilities
Disabilities vs. disorders, 167
Disabled readers, naming speed and, 229, 243, 246
test to identify, 4-5. See also
Gerstmann’s syndrome, 109, 118-19
Dyslexia; Reading disability
Goal-setting, 277
Distinctness hypothesis, 223-24
Gray Oral Reading Test (GORT), 70
Distractibility, 166, 170
Dyslexia: assembling phonological Holbrook Screening Battery (HSB),
codes and, 131; basis for, 148; 4
definitions of, 186-87, 207,
220; as a developmental lag, Illiterates: initial consonant dele-
208; dual route hypothesis tion task and, 255, 258, 261;
and, 121, 122, 123-24; func- judgment of phonological
tioning of adults with, 160; length of words by, 255, 258,
interdisciplinary attack for 260, 264; lexical segmentation
understanding, 152-55, 156, of sentences by, 256, 259, 261,
157-59; among Japanese chil- 264; metaphonological task
dren, 106-108, 111, 112, 113, and, 251; segmental analysis
115, 116-19, lexical access skill acquisition by, 253. See
and, 121, 122, 123-24; musi- also Dyslexic adults
cians and, 185-89, 189-94, Impulsive /aggressive children, 174
197-200; neural substrate of, Initial consonant deletion task, 255,
149; oral language and, 123; 258, 261
phonological, 121, 123, 142, Inner city pupils, 27, 49
144; range of problems and Intelligence, musical ability as a
deficits in, 151, 160-62; selec- unique, 187
INDEX 291
International Reading Association, Letter naming, 143
88 Lexical access: dual route theory of,
121, 122, 123-24, 131; dyslexia
Japanese children, dyslexia among, and, 122, 123-24; measure of,
106-108, 111, 112, 113, 115, 54; reading difficulties and,
116-19 209
Japanese writing systems, 106, 107, Lexical representations: distinct-
108 ness of, 222, 223; segmenta-
tion hypothesis of, 221
Learning disabled adults, control Lexical segmentation of sentences,
and learned helplessness 256, 258, 259, 261, 264
and, 285, 286. See also Adults; Lindamood Auditory
Learning disabled college Conceptualization Test
students (LAC), 68-69
Learning disabled children, impor- Lindamood, Charles, 62
tance of environment for suc- Lindamood, Pat, 62, 63, 64
cess of, 275 Linguistic knowledge: advantages
Learning disabled college students:
for teachers of having, 95-96;
activities that rely on antici- gaps in teachers’, 87, 88-93
pation and prediction and, Linguistic processing deficits in
285; advisory planning for, unskilled readers, 82
246; capitalizing on strengths Lip poppers (bilabial plosives), 36,
of, 280; cooperative learning 37, 65
groups and, 284; course Lip toppers (alveolar stops), 65
selection by, 280; foreign lan-
guage and mathematics Makita, K., 106, 107-108, 116, 119
courses and, 243, 246; grade Mentors and role models for the
point averages (GPAs) of, learning disabled, 272, 276
243; mentors and role models Metacognitive skills, 33
for, 272, 276; participation in Metalinguistic skill and abilities:
campus activities by, 245; needed for beginning read-
placement in advanced ing, 251; underdeveloped, 94
degree programs, 247; suc- Metaphonological awareness, 29,
cessful, 280; support groups 52
and, 284; time spent in study- Metaphonological task, illiterates’
ing by, 238, 247. See also success with, 251
College students Mistakes as opportunities for learn-
Learning disabled individuals: ing, 275
career education for, 280-81; Morphemes, 84
and desire to be successful, Music, therapeutic value of (to
275; effective studying by, enhance verbal memory),
281-82; factors in success of, 187-88
273-75; learning styles of, Musical notation: distinguishing
281; mentors for, 272; persis- between music and, 199-200;
tence of, 279; support sys- reading of, 186, 188, 190, 191,
tems for, 282-83; use of com- 192, 193, 194
puters by, 279-80; work ethic Musicians, dyslexia and, 185-89,
of, 278 189-94, 197-200
Learning problems and disabilities,
82, 167; certification pro- Naming latency (lexical access), 209
grams for teachers and, 88; Naming skill, predictive value of,
identifying children at risk 136
for, 4 Naming speed, 3, 4-5, 21-22
292 INDEX
Oral reading of non-words by ping to test for, 5-6; teacher
adults, 215, 216 training and, 38; true, 34
Orthographic matching task, 4, 6; Phonological awareness concepts,
predictive value of, 21 abilities that influence learn-
Orthographic processing, 6 ing of, 30
Orthography in the ADD program, Phonological awareness deficits,
66 socially disadvantaged chil-
dren and, 27, 49
Phoneme awareness: among Phonological awareness training,
dyslexic adults, 208; emer- 27-28, 29; phonological pro-
gence of, 265; gradual attain- cessing and, 46; program for,
ment of, 50; phonological 31-38, 48-52; results of, 46-48
word knowledge and, 221; Phonological codes, assembling of
teachers’ limited, 88, 98 (by dyslexics), 131
Phoneme-grapheme correspon- Phonological length of words, 255,
dences, 86 258, 260, 264
Phoneme identification, 217 Phonological processes: essential, 62;
Phonemes: ability to identify, 31- metaphonological awareness
32; articulatory approach to and, 29; methods of teaching,
isolating, 35-36; articulatory 62; tasks to assess, 53-54
awareness training and, 49; Phonological recoding deficits, 131
awareness of, 32; tracking Phonological representation and
within spoken syllables, 65 production, 209-10, 219, 222
Phoneme segmentation, 135-36, Phonological stimulation in kinder-
138, 143 garten, 62
Phonemic awareness: of adults, 94, Phonological word knowledge of
220; blending ability and, 53; adults, 218-19; phonemic
speech and, 52 awareness and, 221
Phonemic processes that distin- Phrase segmentations, 261
guish normal from poor Posner task, 54
readers, 223 Postsecondary institutions, student
Phonetic distinctness of oral read- support services in, 228. See
ing by adults, 219, 223 also College entries
Phonics: code emphasis instruction Pronunciation, distinctness of, 219,
and, 84; phonological aware- 222
ness and, 61, 83; phonologi-
cal awareness and instruction Quotient of proximity to lexical
in, 27 segmentation (LSQ), 262, 263
Phonological awareness: ADD pro-
gram and, 60; causes of dif- Rapid Automatized Naming of
ferences in, 28; changes in Objects (RAN Objects) test, 4,
phonological processes and 5, 128, 135-36, 138, 143
development of, 54-55; devel- Rapid performancce, problems
opment of decoding and with, 149
spelling and, 61; measures of, Readers: linguistic processing
21, 68; methods of teaching, deficits in unskilled, 82;
62-63; metaphonological preschool, 19-20
awareness and, 52; nature of, Reading: automatic decoding skills
83; phonics and, 61, 83; phon- and, 78; best predictor of suc-
ics instruction and, 27; cessful, 84; competencies
phonological coding and, 29; needed to teach, 87-88; mea-
predictive value of, 27, 28; sures of (in grade one), 9;
spelling and, 49; syllable tap- metalinguistic abilities needed
INDEX
for beginning, 252; predicting 194; time and, 198-99
pupils’ ability in, 4,5, 19, 20, Ritalin, 175-76, 181
21, 22-23, 27, 28, 84, 136; Role models. See Mentors and role
preschool screening battery models for the learning dis-
to predict, 3, 4; in relation to abled
job or education, 217
Reading-disabled performance, Segmental analysis: lack of critical
patterns of, 78 period for learning, 253; of
Reading-disabled students: lan- speech (ability of illiterates to
guage knowledge needed by learn), 263
teachers of, 87-88; older, 61- Semantic cues, decoding and, 78
62. See also Dyslexics; Illiter- Sentences, lexical segmentation of,
ates 252, 258, 259, 261, 264
Reading disability: comprehension- Sequences, difficulties with, 190
based, 79; continuation into Skill acquisition, automatization
adulthood of, 207; interven- and, 150
tion for ADHD-related, 166; Sounds: using colored wooden
among Japanese children, blocks to represent and track,
106-108, 111, 112, 113, 116-19; 65
nature of, 82-86; relation Sound-to-symbol test, 69
between ADHD and depres- Special education teachers, percep-
sive disorders and, 166, 167- tions of own training by, 86.
69. See also Disabled readers; See also Reading teachers;
Dyslexia Teacher education
Reading “efficiency,” 214 Speech, phonemic awareness and,
Reading Foundation, 64
Reading instruction, effective, 85 Speech-language pathologists,
Reading, measures of (in grade training of, 98
one), 1,9 Spelling ability, test for, 70
Reading of musical notation, 186, Spelling disability, 84-85
188, 190, 191, 192, 193, 194 Spelling errors, 51
Reading skills and ability: in adults Stevenson, H. W., 107
with and without histories of Syllable deletion, 34
reading difficulties, 214-15; Syllable identification, 35
metalinguistic awareness of Syllable segmentation, 5-6
phonological structure as Syllables: awareness of phonemes
part of, 253; naming speed in, 94; learning the internal
skills to predict, 5; self- structure of, 37-38
ratings of, 206 Syllable tapping, 4; to test for
Reading teachers: gaps in educa- phonological awareness, 5
tion of, 86-88; knowledge Syntactical awareness of grammati-
needed by, 85; linguistic mis- cal words, 262
information of, 91-93. See also
Special education teachers; Teacher education: recommenda-
Teacher education tions for, 97-98; for teaching
Remedial teaching, experts’ views phonological awareness, 38,
of, 87 51-52. See also Reading teach-
Residential status of young adult ers; Special education teachers
students, 229, 230 Teaching: certification for, 87-88;
Rhyme awareness, 33, 50 turnover in, 86
Rhyming, 33-34 Time, rhythm and, 190, 198-99
Rhythm: dyslexics’ problems with,
187, 188, 190, 191, 192, 193, Verbal memory, music and, 187-88
294
Visual-orthographic matching task, ture of, 83; judgment of
4 phonological length of, 255,
Visual processing, rapid, 149 258, 260, 264; syntactical
Vocabulary, measures of, 71 awareness of grammatical,
262
Won Way method, 7 Word segmentation, 31; training in,
Word identification, test for, 70 34-35
Words: awareness of sound struc-