Annals of Dyslexia An Interdisciplinary Journal of the Orton Society 1996: Vol 46 Index

5 Pages·1996·0.86 MB·English

Index
(Page numbers in italics indicate material in figures or tables.)
ADHA, comorbidity with dyslexia, Certification requirements for
260 teaching reading and writing,
Alexander, A. W., 93 24-25
Alphabet, teaching the, 14 Cipher: acquired by reading, 16;
Alphabet code, phonemes as basis dyslexia and, 13; English or-
for, 79 thography as a, 11; pseudo-
Associated Marine Institute (AMI) words and, 14
for juvenile offend- Cognitive abilities: gender differ-
ers, 111-16 ences in (in LD twin pairs),
Association: children’s use of selec- 241-45, 246, 247, 248, 254-56; in
tive, 8-9; learning by selective, same-sex twins, 249, 250, 251,
8-10 252; gender difference patterns
Auditory Discrimination in Depth in, 251-53, 254
(A.D.D.) program, 78, 93 Cohesion analysis, 125, 126, 153-54
Automaticity, 17 College students with learning dis-
Automatization deficit hypothesis, ability, 123, 124
261. See also Skill automatiza- Comprehension, discrepancies be-
tion problems tween listening and reading, 57
Computer-based support for read-
Babbling in infants, 278 ing and spelling, 279
Barr, R., 92, 93 Computer readers to enhance read-
Berninger, B., 24 ing ability, 162-71. See also
BookWise computer reading sys- BookWise computer reading
tem, 163; diagnostic correlates system
of reading enhancement using, Computer reading systems, 160;
171-76; effects on reading per- people who can benefit from,
formance, 167-70; to supple- 183-85
ment adult remediation, Computers, handwriting and, 32
180-82; use of (in the work- Computer speech synthesizers,
place), 176-77, 178, 179-80; 160-61; to improve reading
users’ evaluation of, 170-71 comprehension, 161, 162-71
Brain. See Cerebellum; Dyslexic Consonant-vowel (CV) diphone, 75
cerebellar impairment hypoth- Context, usefulness of (in learning
esis to read), 10
Briggs, D., 23 Cost per pupil in reading remedia-
Bureau of Education for the tion programs, 93
Handicapped (BEH), 38-39, 41 Curriculum, mismatch between dis-
abled students’ needs and,
Carlisle, J., 103 98-99. See also Structured lan-
Carlisle, J. F., 225, 226 guage curriculum
Carpenter, P. A., 126, 147
Cerebellum: age and the, 274; au- Dale, N., 77-78
tomatization and, 262; function Decoding, 11; correlation with com-
of the, 261-62; language devel- prehension skills, 4-5; early ac-
opment and, 262; symptoms of quisition of, 5; phonemic
dysfunctioning, 263. See also awareness and, 17
Dyslexic cerebellar impairment DECtalk speech synthesizer, 163
hypothesis De Hirsch, K., 44
286 INDEX
Disadvantaged students, 100. See also Frith, U., 65-68
Juvenile offenders
Donohue, J., 74 Gender differences in cognitive abili-
Dysgraphia, 24 ties: in ite sex twins, 241-45,
Dyslexia: challenge to notion of, 91; 246, 247, 248, 251-56; in same sex
definition of, 98; developmental, twin pairs, 249, 250, 251, 252
Grades, handwriting and, 23
Graham, 5., 32
for,5 5-57; diagnostic profile in, Grouping of students, 41-42. See also
57-58; failure to master the ci- Inclusion.
pher and, 13; intervention for,
65-68; morpheme recognition as Handedness, teaching of handwrit-
a reading strategy in, 222; motor ing and, 30-31, 32-33
skills deficit and, 260; non- Handicapped children. See Inclusion
phonological deficits and, 260-61
Dyslexic cerebellar impairment hy- ments for teaching, 24-25; cursive,
pothesis, 262, 280; testing of the, 29-30; direct early teaching of,
263-69, 270, 271, 272-74, 275; in- 22-23; D’Nealian, 28; handedness
terpreting results of the tests of and the teaching of, 30-31, 32-33;
the, 276-77 inconsistency in teaching of, 25;
Dyslexic children: computer readers manuscript, 26, 27-29; reasons for
to increase reading comprehen- insufficient attention to, 223-26
sion of, 161; handwriting and, Handwriting program, planning a, 26
31-33; preschool instruction for, Hindman, S. 92
44. See also Language-disabled
children Inclusion, 37-42, 45-47; current sta-
Dyslexic readers: characteristics of, tus of, 42-43; teacher education
51; results of use of BookWise and, 43-45
system by, 181-82, 183; skill pro- Individuals with Disabilities
file of, 56-57; spelling and, 61-62; Education Act (IDEA), 39
training to improve morphologi- Infants, early articulatory and man-
cal awareness of, 103-104; word ual skills development, 278
analysis and, 62-63; word recog- Inflections, reading accuracy of, 225
nition by, 60-61
— ri eyp roblems, relation Just, M. A., 126, 147
cerebellar difficulties to, 277-80 Juvenile offenders: AMI program for,
111-16; curriculum for,, 97,
Education for All Handicapped 110-11; educational rehabilitation
Children Act, 39 for, 111-12
Ehri, L. C., 65, 67
Elbro, C., 103-104, 217 Kantor, M., 103
English orthography: as a cipher, 11; Katz, R. B., 192, 201
irregular words in, 16-17
English spelling code, 76-77 Language, beginning acquisition of, 5
Errors (in reading, spelling, and nam- Language ability, cohesion analysis
ing), morphologically based, 212 and, 125-26, 153-54
Language curriculum. See Structured
Federal government, education of the language curriculum
handicapped and, 38-40 Language data, tools for analysis of,
Fowler, A. E., 225-26 130-37
INDEX
Language development, personality spelling and, 102, 226, 231,
issues that effect, 138 233-34, 236-37
Language-disabled children: knowl- Morpheme recognition, 213; as a
edge of derivational morphology reading strategy, 222, 223-27
and, 103; teacher training and, Morphemes, 210
43-45 Morphological analysis: as a word
Language processes, dynamic assess- decoding strategy, 212, 214-17;
ment of, 125-26 as a strategy in text reading,
Language samples, case studies in 217-22
analysis of, 141-52 Morphological awareness, 223-27
Language teaching, structured, 101 Morphology, 210; problems with, 102
Laterality. See Handedness Motor skill deficits, dyslexia and, 260
Learning: kinesthetic, 22; by selective Multisensory approach, 44
association, 8-10 Mumpsimus in education, 46-47
Learning-disabled (LD) children,
handwriting and, 31-33 Naming: phonological deficiencies
Learning Skills Assessment at York and errors in, 201-202; relation-
University, 124-25; illustrative ship between reading and,
cases, 127-30, 141-52; miscue 195-96
analysis in, 130-31; rationale for, Naming deficits, 190-93
125-27; scoring in, 133-37 National Association of State Boards
Lesgold, A., 153 of Education (NASBE), 41
Letter names, 82 National Education Association
Letters: children’s beginning knowl- (NEA), 40
edge of, 16; learning shapes of, National Joint Committee on
279; phonemes and, 11, 16; vari- Learning Disabilities (NJCLD),
able correspondence between 44-45
phonemes and, 16; words and, Nolen, P., 24
10-13 Nonsense words. See Pseudowords
Liberman, I. Y., 103, 225-26
Lindamood, G. H., 78, 93 Object naming, 190. See also Naming;
Lindamood, P. C., 78, 93 Naming deficits
Listening comprehension: intelli- Ogden, S., 92
gence and, 58-59; reading com- Oral reading: for miscue analysis,
prehension and, 57 124; miscues in, 124, 130-31, 141,
Literacy, emergent, 5-7 142, 146, 149-50
MacArthur, C., 32 Parents: as partners in remediation,
McCutchen, D., 24 79-80, 94; reading to children by,
McGuinness, C., 74 6-7
McGuinness, D., 74,75 Patterson, P A., 103
Mahony, D. L., 223 Perfetti, C. A., 153
Mainstreaming. See Inclusion Petersen, T., 217
Mann, V. A.,, 223 Phoneme-grapheme correspon-
Metalinguistic skills, cues to, 139 dences, problems with, 62
Miscue analysis, 124, 130-32 Phoneme-grapheme relationships, 79
Miscues in oral reading, patterns of, Phonemes: as basis for the alphabet
124, 132, 141, 149-50, 154-58 code, 79; letters and, 11, 16; as
Morpheme awareness, 103-104; read- units of the English writing sys-
ing and, 222, 226-35, 235-37; tem, 77
288 INDEX
Phonemic awareness, 14-17, 76, 103; egy in, 103-104. See also Text
poor decoding and lack of, 74; in reading
predicting Reading achievement, predictors of,
14, 74
Reading acquisition, developmental
phase of, 66
Reading aloud to children, 6-7
Reading comprehension: computer
speech synthesizers to improve,
161, 162-71; of dyslexic students,
59-60; listening comprehension
and, 57; morpheme recognition
and, 213; morphological analysis
and, 212
dure in, 81-86; results of using, Reading errors, morphologically
86-91 based, 212
Phonological awareness, 3; dysiexic Reading remediation: cost per pupil
students and, 62; early deficits in, in, 93; parents as partners in,
279; training in alphabet princi- 79-80; for poor readers, 91
ple combined with training in, 74 Reading research, best known find-
Phonological coding by dyslexic chil- ing of, 74
dren, 63 Reading scores, deterioration of U. S.,
Phonological core deficit, 279 97-98
Phonological deficit hypothesis, 260 Reading skill, predictor of, 14, 74
Reading strategy, morpheme recog-
nition as a, 222, 223-27
Ruben, H., 103
Productivity, 213 Semantic errors, 190, 191
Pseudowords: cipher knowledge and Semantic and phonetic resemblance,
reading of, 14; difficulty in read- measures of, 198-200
ing, 62-63; orthography and Shanahan, T. 92, 93
ing of, 12 Skill automatization problems, 280.
Public Law 94-142, 39 See also Automaticity;
Automatization deficit hy-
Readers: lack of awareness of lan- pothesis
guage structure by poor, 101; Spector, J., 126
naming deficits in, 190; use of Speech perception, motor theory of,
morphological analysis by, 213 279
Reading: acquiring the cipher by, 16; Speech synthesizers/ See Computer
developmental strategies for, speech synthesizers
65-68; emotional factors in, 140; Spelling, 13; dyslexic students and,
major cause of problems with, 61-62; irregularities in, 210; mor-
93; morphology and, 210-12; pheme awareness and poor, 102;
naming and, 195-96, 200-202; morphology and, 210-12; mor-
pretend, 6; receptive skills in, phological analysis and, 213; re-
137-38; re-presentation elements sistance of (to remediation), 279.
in analysis of, 137-41; simple See also — ish orthography;
view of, 4-5; use of root mor- phy
phemes as compensatory strat- Spelling alternatives, 77
INDEX
Spelling errors, morphologically Transparency, 212-13
based, 212 Truch, S., 93
Structured language curriculum, 105; Turner, S. D., 92
content of, 105-107; implement- Twin studies, 241-56
ing the, 109-10; objectives for
specific population, 107; pilot Vision therapy, 91-92
study of, 110-14; results of
using, 114-17; student materials Whole language programs, 99
in, 107-108; what teachers need Word analysis, dyslexic students
for, 108-109 and, 62-63
Syntax, problems with, 102 Word decoding: morpheme recogni-
Syntax competence, cues to, 140 tion in, 213; morphological anal-
ysis and, 212, 214-17;
Teacher education, language-dis- morphological awareness and,
abled students and, 43-45 224
Teachers, training in teaching of Word recognition: danger of ignoring
handwriting for, 24-26 poor, 105; by dyslexic students,
Teachers Corps, 39, 41 60-61
Team teaching, 42 Words: learning to read the first, 7~9;
Tennessee Center for the Study and letters and, 10-13; novel, 10;
Treatment of Dyslexia, 53, 54; sight reading of new, 8
definition of dyslexia and, 55; di- Writing. See Handwriting
agnosis of dyslexia at, 57-65; Writing systems, 75-76
outcomes of work at, 68-69 Written language: acceptance of er-
Text reading, morphological analysis rors in, 117; acquisition of,
as a strategy in, 217-22 99-100
Text window, reading with a manu-
ally advanced, 218-19, 220 York University Learning Disability
Time estimation deficit, 262 Programme (LDP), 123