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.
Stages of Reading Development
Stages of Reading Development
There is no doubt that reading is a very complex process. Although it is generally not recognized as a complex system of tasks, it is so for a child learning to read. Anyone with a child who appears to be intelligent, but fails to learn to read, will immediately understand just how complex reading skills are. While speaking is natural and spontaneous, reading has to be taught. Children may learn to read through instruction or by imitating and modeling after family members—older brothers, sisters, aunts, and others. In a literate community, the children are exposed to reading long before they are able to read. We know that the right kind of atmosphere or ambience for reading is provided ...