Hits 1.261 – 1.280 of 1.280
| 1261 |
Inter-cultural issues in testing Chinese students' writing
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| 1263 |
"Weighing the turkey does not make it fat":a reappraisal of assessment of bilingual learners
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| 1264 |
Topic use following right hemisphere brain damage during three semi-structured conversational discourse samples
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| 1265 |
A 'Rough Guide' to the History of Mentoring from a Marxist Feminist Perspective
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| 1266 |
Independent, imaginative writing: lots of problems and some solutions
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| 1268 |
Formulaic sequences in second language teaching: principle and practice
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| 1269 |
Starting with ourselves : teacher-learner autonomy in language learning
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| 1272 |
Getting smarter? : inventing context bound feminist research/writing with/in the postmodern
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| 1273 |
Dyslexia/reading difficulty: reassessing the evidence for a developmental model
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Abstract:
The exploration of the nature of reading difficulty, particularly dyslexia, began with working hypotheses which rested on two assumptions, neither of which were supported by empirical evidence. These assumptions were that cognition and reading are related (and interdependent) processes and that a specific type of reading difficulty ‐‐ dyslexia ‐‐ characterized a distinct group of poor readers ‐ i.e. those with average and better intellectual ability. In this context, the word ‘dyslexia’ refers (more precisely) to specific developmental dyslexia (SDD), as opposed to ‘acquired’ dyslexia, reading difficulty, which arises as a result of illness or injury. A study by Rutter and Yule challenged both (by then long‐standing) assumptions and proposed that reading difficulty might be seen as a developmental outcome of early language related deficit or delay and environmental factors. This notion has not been adequately explored, mainly because of a continued theoretical bias towards reading/IQ discrepancy models. But a review of both language and reading difficulty substantiates the developmental model and suggests that the developmental perspective is not only pertinent to conceptualizing, understanding and predicting all types of reading difficulty, but that it is long overdue and can offer new insights and explanations. Many of the factors and debates relating to reading difficulty are mirrored in language delay. But rather than conceptualizing all forms of language delay as lying within a unitary developmental model (with reading difficulty as an expression of language impairment), the two can be seen as being related within a complex transactional model with specific early language problems viewed as risk factors for later reading difficulty.
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Keyword:
Psychology; Special aspects of education
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URL: https://doi.org/10.1080/0013188980400101
https://strathprints.strath.ac.uk/37266/
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| 1277 |
A formative evaluation of the implementation of a new syllabus and coursebook for secondary schools in Niger
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| 1278 |
Intertextualities [Review of Language, structure and reproduction : an introduction to the sociology of Basil Bernstein, by Atkinson, P.]
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| 1280 |
A study of the introduction of industrial studies into the City and Guilds construction craft courses, and of its relationship to the General Studies component
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