Reading Disabilities: Diagnosis and Component Processes PDF
Preview Reading Disabilities: Diagnosis and Component Processes
Reading Disabilities: Diagnosis and Component Processes NATO ASI Series Advanced Science Institutes Series A Series presenting the results of activities sponsored by the NATO Science Committee, which aims at the dissemination of advanced scientific and technological knowledge, with a view to strengthening links between scientific communities. The Series is published by an intemational board of publishers in conjunction with the NATO Scientific Affairs Division A Life Sciences Plenum Publishing Corporation B Physics London and New York C Mathematical Kluwer Academic Publishers and Physical Sciences Dordrecht, Boston and London D Behavioural and Social Sciences E Applied Sciences F Computer and Systems Sciences Springer-Verlag G Ecological Sciences Berlin, Heidelberg, New York, London, H Cell Biology Paris and Tokyo I Global Environmental Change NATO-PCO-DATA BASE The electronic index to the NATO ASI Series provides full bibliographical references (with keywords and/or abstracts) to more than 30000 contributions from international scientists published in all sections of the NATO ASI Series. Access to the NATO-PCO-DATA BASE is possible in two ways: - via online FILE 128 (NATO-PCO-DATA BASE) hosted by ESRIN, Via Galileo Galilei, 1-00044 Frascati, Italy. - via CD-ROM "NATO-PCO-DATA BASE" with user-friendly retrieval software in English, French and German (©WTV GmbH and DATAWARE Technologies Inc. 1989). The CD-ROM can be ordered through any member of the Board of Publishers or through NATO-PCO, Overijse, Belgium. Series D: Behavioural and Social Sciences -Vol. 74 Reading Disabilities: Diagnosis and Component Processes edited by R. Malatesha Joshi College of Education, Oklahoma State University, Stillwater, Oklahoma, U.S.A. and Che Kan Leong College of Education, University of Saskatchewan, Saskatoon, Saskatchewan, Canada Springer Science+Business Media, BV. Proceedings of the NATO Advanced Study Institute on Difterential Diagnosis and Treatments of Reading and Writing Disorders Château de Bonas, France September 30 - October 11, 1991 Library of Congress Cataloging-in-Publication Data Reading disabilities diagnosis and component processes / edited by R. Malatesha Joshi. Che Kan Leong. p. cm. -- (NATO ASI series. Series D, Behavioural and social s c i e n c e s ; n o. 74) Papers based on the proceedings of the Advanced Study Institute (ASI) sponsored by the NATO, held Oct. 1991 near Toulouse, France. Includes index. ISBN 978-94-010-4878-1 ISBN 978-94-011-1988-7 (eBook) DOI 10.1007/978-94-011-1988-7 1. Reading disabi 1 ities--Congresses. 2. Learning disabled children--Education--Congresses. 3. Dyslexic chi ldren--Education -Congresses. 4. Reading--Remedial teaching--Congresses. 5. Language and languages--Orthography and spelling--Congresses. 1. Joshi, R. Malatesha. II. Leong, Che Kan. III. Series. LB1050.5.R382 1993 371.91 '44--dc20 93-15556 ISBN 978-94-010-4878-1 Printed on acid-free paper AII Rights Reserved © 1993 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 1993 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, including photo copying, recording or by any information storage and retrieval system, without written permission from the copyright owner. CONTENTS PREFACE ix Part I. Differential Diagnosis of Reading Disabilities Editors' Introduction 1 1. Problems in the differential diagnosis of reading disabilities Keith E. Stanovich 3 2. From research to clinical assessment of reading and writing disorders: The unit of analysis problem w. Virginia Berninger and Teresa M. Hart 33 3. Constructing meaning from diagnostic assessment texts: Validity as usefulness Peter Afflerbach 63 4. Alice in IQ land or why IQ is still irrelevant to learning disabilities Linda S. Siegel 71 5. Towards developing a framework for diagnosing reading disorders Che Kan Leong 85 Part II. Access to Language-Related Component Processes Editors'Introduction 133 6. Components of variance models of language-related factors in reading disability: A conceptual overview William E. Tunmer and Wesley A. Hoover 135 v Contents vi 7. Phonemic awareness, language and literacy Jose Morais 175 8. The relevance of phonological awareness in learning to read: Scandinavian longitudinal and quasi-experimental studies Ake Ololsson 185 9. Does a past history of speech disorder predict literacy difficulties? Barbara Dodd, Tania Russell and Michael Oerlemans 199 10. Phonological processing in learning disabled adolescents Sybil Schwartz 213 11. Phonological deficits and the development of word recognition skills in developmental dyslexia Charles Hulme and Margaret Snowling 225 Part ITI. Reading/Spelling Strategies Editors' Introduction 237 12. Dyslexic reading strategies and lexical access: A comparison and validation of reading strategy distributions in dyslexic adolescents and younger, nonnal readers Carsten Elbro 239 13. The spelling-reading connection and dyslexia: Can spelling be used to teach the alphabetic strategy? Joanna K. Uhry 253 14. Impact of instruction on word identification skills in children with phonological processing problems Rebecca H. Felton 267 15. Predicting reading acquisition in high and low IQ groups Jan Carol Naslund 279 Contents vii 16. Phonetic short-term memory representation in children's reading of Greek Costas D. Porpodas 295 17. Developmental dyslexia as a cognitive style P. G. Aaron, Martin Wleklinski and Cora Wills 307 18. Reading comprehension and related skills in nine-year-old normal and poor readers Kees P. van den Bos and Henk C. L. Spelberg 319 Author Index 335 PREFACE The present volume is based on the proceedings of the Advanced Study Institute (ASI) sponsored by the North Atlantic Treaty Organization (NATO). The Institute was conducted at the beautiful Chateau de Bonas, near Toulouse, France in October, 1991. A number of scholars from different countries participated in the two-week institute on differential diagnosis and treatments of reading and writing problems. The accepted papers for this volume are divided into three sections: (a) Differential diagnosis of reading disabilities; (b) Access to language-related component processes; and (c) Reading/spelling strategies. The other papers appear in a companion volume: Developmental and Acquired Dyslexia: Neuropsychological and Neurolinguistic Perspectives, also coedited by Joshi and Leong and published by Kluwer Academic Publishers. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are due to: the Scientific Affairs Division of NATO for providing the major portion of the financial support; Dr. L. V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology (ITST) for their help and support of the various aspects of the institute; Mr. Charles Stockman and the entire staff of the Chateau de Bonas for making our stay a pleasant one by helping us to run the Institute smoothly. We also wish to thank our reviewers and the following people for other assistance: Christi Martin, and Xi-wu Fang. With the constraint of camera-ready publishing to conserve time and resources, the authors and the coeditors in their various editorial capacities have endeavored to keep the book to a high publication quality. We sincerely hope that readers of the different chapters will "read, mark, learn, and inwardly digest" the complex area of reading disabilities. R. Malatesha Joshi, Oklahoma State University, U.S.A. C. K. Leong, University of Saskatchewan, Canada January, 1993 ix PART I DIFFERENTIAL DIAGNOSIS OF READING DISABILITIES - - EDITORS' INTRODUCTION The aim of assessment and diagnosis should be the systematic. critical sampling of behavior and should move from the more molar assessing to the more fme-grained diagnosing for learning. From the early prescient work of Alfred Binet to current theory-based research and clinical studies. diagnosis should emphasize differential cognitive outcomes in a person-process approach within a developmental framework. This emphasis is important for a better understanding of the many-faceted field of learning disabilities (see. for example. Duane & Gray. 1991; Lyon. Gray. Kavanagh. & Krasnegor. 1993; Swanson & Keogh. 1990. Part 1. for details). Within the above context and directly in the area of reading disabilities. Stanovich in this volume and elsewhere reminds us of the multidimensionality of reading disorders and argues forcefully from his and other research evidence for his phonological-core variable-difference model of reading and reading disabilities. This model provides for a strong explanation for unexpected reading failures (in relation to learning aptitude) in developmental dyslexics and other ("garden-variety") poor readers. There is converging evidence to show that children with developmental dyslexia exhibit relatively restricted "modular" (in the Fodorian sense) deficits in phonological processing; whereas "backward" or garden-variety poor readers have less modular. more generalized difficulties in other cognitive and linguistic domains including phonology. This phonological-core variable-difference conception differentiating subgroups of "retarded" and backward readers is supported empirically in a number of studies (see Special Series of Fletcher. 1992). The explication by Stanovich and forceful argument of Siegel in this volume and other places have further alerted theoreticians. researchers and practitioners to the important issue of the role of intelligence measures in defining learning or reading disabilities. Siegel reemphasizes her position of the irrelevance of intelligence test scores in diagnosing reading disabilities. She shows from her studies that developmental dyslexics. as traditionally defined by IQ-reading performance discrcpancies, and garden-variety poor readers with discrepant reading from chronological-age controls, perform similarly on a number of cognitive and linguistic tasks, although both groups lag behind normal readers. There is further, recent support from different samples of children for the existence of reading disabilities on a continuum (Betcher, 1992, but see also Duane & Gray, 1991 for the biological determinants of dyslexia). Siegel also draws on the powerful Matthew effects of Stanovich of the reciprocal reading-intelligence connection to buttress her argument. However. from the research and service delivery perspectives, Leong in this volume and elsewhere suggests that there may still be a place for general ability tests based on process oriented components of ability, not so much product-oriented psychometric tests, as yardsticks for learning aptitude and that high IQ and low achieving children should all receive appropriate special education treatment (Betcher, 1992; Swanson & Keogh, 1990). Leong further suggests a two-stage quantitative and qualitative approach to the assessment and diagnosis of children with reading disorders. He is in agreement with Stanovich, Siegel and others (see also Parts II & III of this volume) on the diagnostic efficacy of pseudoword reading, but would like to see a broader R.M. Joshi and c.K. Leong (eds.), Reading Disabilities: Diagnosis and Component Processes, 1-2. © 1993 Kluwer Academic Publishers. 2 Part I Introduction sampling of pseudo words and the inclusion of exception words and morphological and morphemic elements in lexical processing. This more comprehensive sampling aims at tapping lexical representation and should delineate more clearly component processes in diagnosis (see also Berninger & Hart, this volume). As an alternative to IQ measures Stanovich endorses the use of listening comprehension tests as a general ability control to isolate modular deficits and to explain better "unexplained" or unexpected reading problems (see also Tunmer & Hoover in this volume). To this Siegel gives a summary equivocal answer. Leong takes up the challenge of the strong (Stanovich) argument and the lukewarm (Siegel) view regarding the role of listening comprehension tests in reading diagnosis. He reviews the psycholinguistic literature and empirical evidence on the analogous reading and "auding" (listening to text to gain knowledge) processes. From his research with the text-to-speech (DECtalk) computer system with readers, he proposes the rapprochement of simultaneous on-line reading and DECtalk auding for both written and oral language comprehension as efficacious in diagnosing and enhancing reading/listening comprehension. Moving from conceptual and methodological issues, we are reminded by Afflerbach of the importance of constructing meaning from diagnostic reports and of extracting information useful to teachers, parents and students. From a different perspective, Berninger and Hart argue convincingly for individual profiles with "absolute", "relative" or combined absolute and relative criteria across developmental and reading and writing skills to complement group, quantitative data frOm complex statistical analyses. They emphasize the need to examine data from both individual and group analyses to understand better multiple etiologies of developmental processes contributing to academic achievement disorders and for greater clinical utility. As enjoined by Binet many years ago" After the evil, the remedy", the authors in this Part and elsewhere all agree implicitly or explicitly that differential diagnosis should lead to more efficient and effective prognosis and treatment. REFERENCES Duane, D.D., & Gray, D.B. (Eds.). (1991). The reading brain: The biological basis of dyslexia. Parkton, MD: York Press. Fletcher,1.M. (1992). The validity of distinguishing children with language and learning disabilities according to discrepancies with IQ: Introduction to the Special Series [Special Series]. Journal of Learning Disabilities, 25,546-573; 618-648. Lyon, G.R., Gray, D.B., Kavanagh, 1.F., & Krasnegor, N.A. (Eels.). (1993). Better understanding learning disabilities: New views from research and their implications for education and public policies. Baltimore, MD: Paul H. Brookes. Swanson, H.L., & Keogh, B. (Eds.). (1990). Learning disabilities: Theoretical and research issues. Hillsdale, N1: Lawrence Erlbaum.
The list of books you might like
