Dyslexia: Advances in Theory and Practice PDF
Preview Dyslexia: Advances in Theory and Practice
DYSLEXIA: ADVANCES IN THEORY AND PRACTICE NEUROPSYCHOLOGY AND COGNITION VOLUME 16 Series Editor: R. Malatesha Joshi, Oklahoma State University, U.S.A. Advisory Board: Alfonso Caramazza, The Johns Hopkins University, U.S.A. George Hynd, University of Georgia, U.S.A. c.K. Leong, University of Saskatchewan, Canada John Marshall, University of Oxford, U.K. Gabriele Miceli, Universita Cattolica Del Sacra Cuore, Italy Loraine Obler, City University of New York, U.S.A. Sandra Witelson, McMaster University, Canada The purpose of the Neuropsychology and Cognition series is to bring out volumes that promote understanding in topics relating brain and behavior. It is intended for use by both clinicians and research scientists in the fields of neuropsychology, cognitive psychology, psycholinguistics, speech and hearing, as well as education. Examples of topics to be covered in the series would relate to memory, language acquisition and breakdown, reading, attention, developing and aging brain. By addressing the theoretical, empirical, and applied aspects of brain-behavior relationships, this series will try to present the information in the fields of neuro psychology and cognition in a coherent manner. The titles puhlished in this series are listed at the end of thi.v volume. DYSLEXIA: ADVANCES IN THEORY AND PRACTICE Edited by INGVAR LUNDBERG Department of Psychology, Göteborg University, Göteborg, Sweden FINN EGIL T0NNESSEN Center for Reading Research, Stavanger, Norway and INGOLV AUSTAD Centerfor Reading Research, Stavanger, Norway SPRINGER-SCIENCE+BUSINESS MEDIA, B.V. Library of Congress Cataloging-in-Publication Data. ISBN 978-94-010-5967-1 ISBN 978-94-011-4667-8 (eBook) DOI 10.1007/978-94-011-4667-8 Printed on acid-free paper All Rights Reserved © 1999 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 1999 Softcover reprint of the hardcover 1s t edition 1999 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, incluging photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner. CONTENTS v TABLE OF CONTENTS List of Contributors vii Editors' Introduction Ingvar Lundberg, Finn Egi/ T@nnessen & Ingolv Austad Part I: Theoretical Perspectives Towards a Sharper Definition of Dyslexia Ingvar Lundberg 9 Theories of Deficits in Dyslexia Torleiv H@ien 31 A Connectionist Perspective of Reading and its Difficulties Margaret J Snowling & Charles Hulme 45 Cognitive Architecture of Early Reading Philip H. K. Seymour 59 Automaticity, Automatization and Dyslexia Aryan van der Lei} & Victor van Daal 75 A wareness and Automaticity in Reading Finn Egil T(}nnessen 91 Part II: The Impact of Orthography Towards a Theoretical Framework for Understanding Reading Development and Dyslexia in Different Orthographies Usha Goswami 101 What Can We Learn from Dyslexia in Chinese? Che Kan Leong 117 vi CONTENTS Part III: Biological Perspectives Reasearch on Reading Disabilities in the Colorado Learning Disability Research Center Richard K. Olson 141 Exclusion of Linkage to Ip, 6p and Chromosome 15 in a Large Norwegian Family with Dyslexia Toril Fagerheim, Finn Egil Tonnessen, Peter Raeymaekers & Herbert Lubs 151 Brain Markers of Dyslexia: Planum Temporale Asymmetry and Dichotic Listening to CV-Syllables Kenneth Hugdahl & Einar Heiervang 157 Developmental Dyslexia: The Role of the Cerebellum Roderick I. Nicolson & Angela J Fawcett 173 Part IV: Diagnostics and Treatment Early Reading Problems: A Follow up 20 Years Later Ake Oloftson 197 A Diagnostic Procedure Based on Reading Component Model R. Malatesha Joshi 207 Component Model-Based Remedial Treatment of Reading Disabilities P. G. Aaron & Heidi Kotva 221 Do Pre-School Data Predict Resistance to Treatment in Phonological Awareness, Decoding and Spelling? Pekka Niemi, Riitta Kinnunen, Elisa Poskiparta & Marja Vauras 245 First Steps: A Program of Early Intervention Carol M Santa 255 Author Index 275 Subject Index 287 LIST OF CONTRIBUTORS vii LIST OF CONTRIBUTORS Aaron, P.G. Professor, Indiana State University, 1319 Education Building, Terre Hauge, Indiana 47809, USA Austad, lngolv, Director, Center for Reading Research, P.O. Box 2504, Ullandhaug, N-4004 Stavanger, Norway Fagerheim, Tori!, M.Sc. Dept. of Medical Genetics, Regional Hospital of Troms0, N-9038 Troms0, Norway Goswami, Usha, Professor, Institute of Child Health, University College London, 30, Guilford St, UK-WC1N lEH London, England Heiervang, Einar, MD, Inst. of Psychiatry, Haukeland Hospital, University of Bergen, N-502l-Bergen, Norway Hugdahl, Kenneth, Professor, Dept. of Biological and Medical Psychology, University of Bergen, Arstadvei 21, N-5009 Bergen, Norway Hulme, Charles, Professor, Dept. of Psychology, University of York, Heslington, UK-York YOI 5DD, England Hoien, Torleiv, Professor, Dyslexia Foundation, P.O. Box 8034, N-4003 Stavanger, Norway Joshi, Malatesha, Professor, College of Education, Oklahoma State University, 252 Willard Hall, Stillwater, OK 74078, USA Leong, Che Kan, Professor, Dept. for the Education of Exceptional Children, College of Education University of Saskatchewan, 28 Campus Drive, Saskatoon, Saskatchewan S7N OX1, Canada Lubs, Herbert, Professor, Division of Genetics, University of Miami, Mailman Center for Child, Dev. 1601 NW 12 Ave, Miami, FL 33136, USA Lundberg, lngvar, Professor, Dept. of Psychology, Goteborg University, S-413 14 Goteborg, Sweden Nicolson, Rod, Professor, Dept. of Psychology, University of Sheffield, Western Bank, UK-Sheffield, S 10 2 UR, UK Niemi, Pekka, Professor, Dept. of Psychology, FIN-20014, University of Turku, Finland Olofsson, Ake, Associate professor, Dept. of Psychology, Umea University, S - 90187 Umea, Sweden Olson, Richard K., Professor, Dep. ofPsycology, University of Colorado, Boulder, Box 345, CO 80309, USA viii LIST OF CONTRIBUTORS Santa, Carol M., Ph.D., School District 5, Kalispell, 233 First Avenue, East Kalispell, MT 59901, USA Seymour, P.H.K., Professor, Dept. of Psychology, University of Dundee, Dundee, DDI 4HN, Scotland Snowling, Margaret J., Professor, Dept. of Psychology, University of York, Heslington, UK-York YOI 5DD, UK T(Jnnessen, Finn Egil, Professor, Center for Reading Research, P.O. Box 2504, UJlandhaug, N-4004 Stavanger, Norway van der Lei}, Aryan, Professor, Vrije Universiteit, Van der Boechorststraat I, NL-1088l, BT Amsterdam, The Netherlands van Daal, Victor, Professor, Dept. of Special Education, Vrije Universiteit, Van der Boechorststraat I, NL-I0881 BT Amsterdam, The Netherlands INTRODUCTION EDITORS' INTRODUCTION Ingvar Lundberg Department of Psychology, Goteborg University, Goteborg, Sweden Finn Egil Tonnessen Center for Reading Research, Stavanger, Norway Ingolv Austad Center for Reading Research, Stavanger, Norway Reading is probably the most important skill taught in our schools, the key to gaining new knowledge for both personal as well as societal growth. As we enter the 21 st century an increasingly high premium is placed on the broad acquisition of literacy skills among all citizens in post-industrial societies. People who do not acquire an acceptable level of reading skill are in great trouble. Semi-literate individuals are greatly over-represented among the long-term unemployed and among prison inmates. If they have a job they have incomes far below the average level, and they do not actively participate in the democratic process. Rapid technological advances and organizational changes characterize cur rent work life and lead to an increasing demand for retraining and continuous education often involving high literacy requirements preventing people with limited reading skills to hang on; they run a high risk for being marginalized or excluded. This is an unacceptable waste of human capital, especially since many individuals with limited literacy skills are creative and resourceful in other areas. A deeper understanding of reading difficulties and the development of rational methods that can deal with the problems is then a challenge of highest priority 2 LUNDBERG, T0NNESSEN & AUSTAD A great deal of the problems related to semi-literacy must be understood in cultural and social terms. For example, immigrants speaking a different language at home and with limited education and poorly developed reading habits are at high risk of being excluded from the labor market, not only due to prejudice and hostility, but also in many cases due to an actual lack of competence related to very limited literacy skills. However, reading problems have also a more individually based dimension. Some children, despite parental support and adequate instruction, have extreme difficulties to become fluent readers. The alphabetic system obviously involves inherent obstacles which are very difficult for some children to overcome. The term dyslexia has been used for severe and unexpected reading difficulties, unexpected because dyslexic problems might well be associated with normal or even high intelligence, adequate instruction and normal social conditions. As will be discussed in several chapters of this volume, the concept of dyslexia is not a very well defined concept, but research over the past decades has clarified the nature of dyslexia and identified a number of critical features of the condition. The critical importance of reading skill in contemporary society has naturally been reflected in an increased attention on the subject by the scientific community. Over the past decades reading research has developed rapidly into a most flourish ing and active field with substantial contributions from several different disciplines. The full complexity of reading and its difficulties can only be understood by exploring multiple levels of inquiry ranging from genes, brain functions, sensory systems, cognition, linguistic functions and historical-cultural contexts. In contrast to general human capacities like walking or talking, reading is primarily a cultural practice developed within cultural settings, specific orthographies and instructional conditions. At the same time, however, it is an individual skill based on perceptual, cognitive and linguistic mechanisms subjected to a multitude of biological con straints. The implied multilevel approach to reading and its difficulties is the framework which has guided the composition of the present volume. Although we are far from a complete understanding of why some individuals display such big difficulties with reading and writing, we have still come to a level when basic research and educational practice can meet. Researchers have now developed theories and insights that will help practitioners to develop more rational methods for prevention, remediation and compensation. At the same time, re searchers need to be open to the concerns expressed by practitioners and to the inspiration and hope that inevitably will be provided by the awareness that research based ideas actually have practical significance. The present volume is based on an international conference in Stavanger initiated by Torleiv Hoien and organized by the Center for Reading Research and the Dyslexia Research Foundation in Stavanger. Researchers from Norway, Den mark, Sweden, Finland, the Netherlands, United Kingdom, Canada and USA were brought together. The discussions following each presentation were exciting and rewarding, especially since an active audience of some 200 teachers, psychologists, speech pathologists and other practitioners were present and contributed construc tively. The volume contains 17 chapters and is divided into four sections, more for
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