Summary
Contents
Reading Difficulties and Dyslexia: An Interpretation for Teachers is a 'ready reckoner' that gives the teacher/guardian a condensed and selective source of current knowledge. The author interprets the topic in terms of PASS (Planning-Attention-Simultaneous-Successive) processes, which are the four main processes of knowing and thinking that replace the traditional views of IQ and redefine intelligence. For the school psychologist, this book is an interpretation that gives pre-eminence to the PASS theory of cognitive processes. PASS theory is used to explain 'unexplained reading disability' - reading problems that are not explained by a traditional IQ assessment. The book answers questions such as-What is dyslexia? How do reading difficulties develop? How do I deal with dyslexia? Is there a valid remedial procedure that I can use? The author, using the PASS theory and assessment, answers the question: What do I do following the cognitive assessment of children with reading difficulties? The answer is important for guiding remediation and also for understanding the nature of the specific reading problem known as dyslexia. The book provides a selective review of existing knowledge. Notes complement the contents of a chapter-sometimes presenting a lively discussion of competing views and controversies and, at other times, pointing out recent advances and unresolved issues.
Integration of Contemporary Views on Reading
Integration of Contemporary Views on Reading
The interpretation of reading difficulties can be wrapped up by presenting examples of studies that integrate Luria's notion, as we discussed earlier in Chapter 7, with contemporary views. This chapter is a scientific report, written in the style of an article in an academic journal. So, I hope that psychologists and other academics will find it worth reading. Is it of interest to teachers? For every one of them! Why not?
The inability to engage in phonological coding has been suggested as the major cause of reading disability for children (Stanovich, 1988; Torgesen et al., 1994). Researchers generally agree that phonological processing plays an important role in early reading. One of the most frequently cited ...