Annals of Dyslexia An Interdisciplinary Journal of the Orton Society 1997: Vol 47 Index

5 Pages·1997·0.96 MB·English

Index
(Page numbers in italics indicate material in figures or tables.)
Adams, M.., 71 133; sequence for acquiring,
Adams, M. J., 265 120-23
Adult learners: deficits underlying Derived words, 58. See also
reading and spelling difficul- Vocabulary
ties, 191; initial assessment of, Dialect differences, reading skills
188-91; multisensory strategies and, 17-19
for, 187, 191-94, 187-99. See also Double deficit hypothesis, 70, 84-86
Learning therapy (college Dysgraphia, copying test for, 189
course); Read/San Diego Dyslexia, 167; core deficit in, 255;
(adult literacy program) degraded linguistic representa-
American University, 205 tion in, 6; screening for (in
Assets (school) in Honolulu, 177, Texas), 177
179-80 Dyslexics: characteristics of bright
Attention-deficit disorder (ADD), young, 164; factors underlying
gender bias in diagnosis of, 153. reading difficulites of, 72; mor-
See also Hyperkinetic children pheme analysis and, 34. See also
Gifted children
Barganz, R. A., 33
Berry, C., 153, 157 Elbro, C., 34
Bowers, M., 70 English writing system, two diffi-
Bowers, P. G., 70, 71, 85 culties in learning the, 117-18
Bruck, M., 71
Byrne, M., 153 Failure, effects of, 204
Flynn, J., 152
California Literacy Campaign, 186 Fowler, A. E., 33
Career development, learning dis-
ability and, 206 Gifted children: characterizing dys-
Carlisle, J. F., 33-34, 35 lexic, 166-67; creative thinking
Chail, J. S., 187, 267, 269-70, 271-73, of, 165; curriculum for dyslexic,
275 176; meeting the needs of dys-
Classroom disruptive behavior, lexic, 177-80; tests accommoda-
gender and, 154-56 tions for dyslexic, 178-79
Code emphasis, 258, 260, 262 Giftedness, 166
Consonants, differential representa- Gow, D., 158
tion of vowels and, 6—7 Grammar games, 153
Copying test, 189
Creative thinking: of gifted chil- Henry, M. K., 33
dren, 165; Torrance tests of, 168 Hyperkinetic children, 245. See also
Criterion referencing, 173 Attention deficit disoder (ADD)
Crouse, A. B., 32-33 Hyperlexic children, 71-72
Curriculum for gifted and dyslexic
children, 176 Inhelder, B., 207
Intelligence, vocabulary and, 30
Decoding: at the grapheme/
phoneme level, 113; written Kuhl, P., 6,7
words, 118-19
Decoding programs, 159 Language deficits, detection of sub-
Decoding strategies: origin of weak, tle, 7-8
INDEX
Language development, sensorimo- Mellard, D., 153
tor education and, 249 Metalinguistic skills, 22
Language learning disabilities: Miller, J. L., 203
knowledge of suffix meaning Montessori, M., 241
and, 59; learning experiences for Montessori’s methods, 239, 242;
children with, 254. See also learning exercises and, 249-54;
Dyslexia the prepared environment and
Language and Learning Seminar exercises, 243-45; sensory educa-
(York University), 204-207, tion and, 245-49
207-229, 229-32 Morpheme analysis, dyslexics and, 34
Learned helplessness, 204, 207 Morphological awareness, 33
Learning disability (LD), 151-52, 166; Morphological generalization, 30
biological factors in, 158; career Morphological knowledge:
development and, 206; college reading /spelling ability and,
course to remedy, 204-207, 32-36; spelling and, 34-35
207-229, 229-32; emotional mal- Multisensory learning, 191
adjustment and, 204; self-esteem Multisensory strategies in literacy tu-
and, 203-204 toring, 187, 191-94, 197-99
Learning disabled college students:
compensatory accommodation Naming speed, 6, 75, 83; poor readers
and technical aids for, 207; refer- and deficits in, 70
rals to programs for, 153; thera- Nass, R.,157-58
peutic course for, 204-207, National Assessment of Educational
207-229, 229-32 Progress, 267-68
Learning therapy (college course), Nonwords: reading of, 8, 82; spelling
204, 208; altruism and, 215-16; of, 189
catharsis and, 226-28; corrective
recapitulation of the primary Orthographic processing, 71; defined,
group and, 216-17; didactic 89-90; development of, 90; de-
Learning therapy (college course) in- velopment of child and, 92; mea-
struction and, 213-14; evaluation sures of, 95-96; print exposure
of, 229; existential factors and, and, 106; of reading-disabled
228; imitative behavior and, students, 102-105; remediating
219-20; installation of hope and, poor, 106; role of (in reading),
208-210; interpersonal learning 90-91. See also Spelling
and, 220-23; socializing tech- Orthographic skill, 75, 83. See also
niques and, 217-19; universality Spelling entries
and, 208-213
Leinhart, G., 155-56, 157 Pencil tracking, 197-98
Leong, C. K., 34 Pennington, B., 158
Letter naming tasks, 92 Phoneme awareness, 22; exercises
Letter-sound blending, 192-94 for, 251; letter-sound blending to
Lewis, D. J., 59-60, 61, 66 aid, 192-94; reading acquisition
Liberman, I. Y., 33 and, 70, 135; value of teaching of,
Linguistic awareness, 22 136
Literacy tutors: strategy and tech- Phonetic decoding, value of teaching
niques to be taught to, 191-200; of, 136
training for, 185-86, 187-88, 191 Phonics: resistance to teaching, 273-
74; return to teaching of, 260; in
Meaning emphasis, 258, 260, 262 teacher training programs, 261
INDEX
Phonological abilities to predict read- Reading strategy, testing for a
ing acquisition, 70 child’s, 136
Phonological awareness: deficits in, Read /San Diego (adult literacy pro-
191; poor reading and deficit in, gram), 185-86, 200
70 Research: reading instruction and,
Phonological measures, 73, 75 268-69; on whole language ap-
Phonological /p honemic deficits, 191 proach, 260
Phonological processing: decoding Rogers, C. R., 207, 224, 232
and, 33; deficits in, 4, 89, 191; Roots of words, 31
measuring, 82; Montessori and, Rubin, H., 35
250-54; remediation in, 34
Piaget, J., 207, 243 Sadder, D., 155
Poor readers, characteristics of, 76, Sadker, M., 155
77, 78-79. See also Dyslexics; Sanson, A., 156
Language deficits; Language Schools, teaching reforms and, 271-73
learning disabilities Scottish Rite Hospital for Children,
Prefixes, 31 177
Prior, M., 156 Seewald, A., 155-56, 157
Seguin, e., 242, 246
Rahbar, M., 152 Semel, E. M., 32-33
Raissle, J., 179-80 Senses, materials for training audi-
Rapid letter naming, 92, 96 tory and visual, 245-49
Rawson, M., 164 Sensorimotor education, language
Reading: accuracy of speech percep- development and, 249
tion and, 4; deficits related to im- Serial naming tasks, reading skills
paired, 79-82; ethnicity and, and, 70
17-19; cognitive skills and decod- Shankweiler, D., 33
ing strategies and, 132; Monte- Shaywitz, S., 152, 153, 156, 157, 159
ssori’s concept of, 252; strong Shaywitz, B., 153, 157
views on teaching of, 261-62 Sibley, M., 177-79
Reading acquisition: gender and, 158; Smart, D., 156
predictors of, 70, 115, 135, 255 Special education programs: causes
Reading comprehension, vocabulary of preponderance of boys in, 152;
and, 30 gender and referrals to, 159; re-
Reading development, stage models ferral agents for, 153-54
of, 119 Speech perception: development of
Reading disabilities: deficits underlying speech production and, 5; errors
adults’, 191; multiple deficits and, in, 14-16; reading skill and accu-
86; preventing, 262-63; spelling-to- racy of, 4
speech correspondences and, 266; Speech processing, inefficient, 22
spoken language impairments Speech production, 16-17; develop-
and, 59. See also Dyslexia ment of speech perception and, 5
Reading instruction, 258-59; commer- Speech segmentation, 4
cial packages for, 267; most effec- Spelling: deficits underlying adults’
tive, 267; political views and, 262, problems with, 191; essential rules
274; practical decision about, 268; for, 189, 190; gender and skills in,
strategies for decoding written 105; morphological knowledge
words and, 118-19, 133 and, 34-35; phonetic and nonpho-
R eading/spelling ability, morpho- netic words and, 198-99. See also
logical knowledge and, 32-36 Orthographic entries
INDEX
Spelling-to-speech correspondence, Vogel, S. A., 32-33, 157
reading disability and, 266 Voice onset time (VOT), 5, 12, 13,
Spoken language, reading disabilities 16-18, 21; measurement of vowel
and impairments of, 59. See also length and, 12, 14, 21
Speech entries Volunteer literacy programs, 187
Stein, M., 267 Volunteer literacy tutors. See Literacy
Student performance, monitoring, tutors
160 Volunteers, 186-88. See also Literacy
Suffixed words, reading disabled stu- tutors
dents’ knowledge of, 35-36, Vowel error rate, 8
36-41, 41-48, 49-50 Vowel identification deficit, 23
Suffixes, 31-32; language learning Vowel perception, 4-8, 12, 14-19,.
disabilities and knowledge of 20-23, 23-24
meanings of, 59; meanings of, 59, Vowels, 4-5; differential representa-
66-67; syntactic properties of, tion of consonants and, 6-7;
43-49 measurement of VOT and length
Syllable boundaries, perception of, 92 of, 12, 14
Syllables, 106; teaching about, 194-97 Vygotsky, L., 207
Tallal, P., 7 Wadsworth, S., 152
Task demand, 21-23 Whole language programs, 260
Teacher training programs, phonics Wiig, E. H., 32-33
in, 261, 262 Windsor, J., 59-60, 61, 66
Teaching reforms, schools and, Wolf, M., 71, 85, 158
271-73 Word recognition, 71, 266
Temporal processing, 7 Words, spelling of phonetic and non-
Test accommodations for phonetic, 198-99
gifted / dyslexic children, 178-79 Word superiority effect, 91-92
Textbook publishers, influence of, Written language, Montessori’s steps
270-71 in preparing a child for, 252
Timing deficits, 7 Written words, strategies for decod-
Torrance, E. P., 165, 170 ing, 118-19
Torrance, J. P., 170
Tutor training, research on volunteer, Yalom, I., 204, 208, 210-11, 213, 215,
201. See also Literacy tutors 216-17, 220-23, 226-27, 228
Yoshimoto, R., 179-80
Verbal IQ, 71, 75, 84 York University (Toronto), 205
Vocabulary: growth of children’s, 30, Ysseldyke, J., 156-57
58; intelligence and, 30; reading
comprehension and, 30 Zigmond, N., 155-56, 157