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.
Explaining Reading by Intelligence
Explaining Reading by Intelligence
There are many children who are intelligent but cannot read. We identify some of them as having dyslexia. Indeed, IQ, the popular indication of intelligence, does not predict dyslexia. Many children at all levels of IQ fail to learn to read adequately in spite of getting the same instruction in the classroom as their classmates. That some children with a normal IQ of 100 or better do not learn to read is evidence enough for saying that IQ is not very relevant when explaining or predicting reading disability. In fact, if we agree with this simple and rather obvious statement, we will go against the practices of hundreds of schools in USA and Canada who receive funding for ...