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Specific learning difficulties (for example dyslexia): Differential diagnosis and intervention
Başlık:
Specific learning difficulties (for example dyslexia): Differential diagnosis and intervention
Yazar:
Robertson, Jean, author.
ISBN:
9780438043176
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (536 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 76-08C.
Özet:
The theoretical framework of the research is neuropsychology. The first part of the study evaluated the relative distribution of SDD (specific developmental dyslexia) pupils according to the theories of different workers in the field, Boder and Bakker. Initial analysis of results regarding distribution within sub-types raised questions of identification and categorisation between workers and systems. Certain samples were found to deride from different populations. The second part was a quasi experimental approach, which investigated the effects of differential hemispheric stimulation as a means of changing reading behaviour. The work follows the work of Professor Bakker (Netherlands). It rests on the assumption of the validity of the Balance Model of reading development. This states that differential hemispheric involvement is required for beginning and proficient reading. It is argued inappropriate development leads to different sub-types of dyslexia : the Linguistic and Perceptual categories of Bakker. After investigation of pupil results these studies also include a Mixed category. This increased coverage of the sub-type from the 60% estimated by Bakker. Pupils were allocated to sub-types by analysis of reading errors. Differential intervention was provided to attempt to change reading behaviour. Intervention was via adapted text, Hemisphere Alluding Stimulation (HAS ) and via the tactile modality of the hands, Hemisphere Specific Stimulation (HSS). Results from these studies (HAS n = 37) and (HSS n = 6) demonstrated educationally significant results for certain pupils. The results did indicate that Aptitude X Instruction Instructions of utility had been found in specific cases. Results showed improvements in reading accuracy and reading comprehension. Detailed error analysis showed for some pupils different responses to text. Other results concerned not only reading but spelling behaviour although this was not the focus of the studies. Results indicated further research could extend the scope of this study to include specific investigation of spelling following these method of intervention. The specific impact on reading comprehension should be further investigated.
Notlar:
School code: 1543
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
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XX(684254.1) | 684254-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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