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The present volume is based on the proceedings of the Advanced Study Institute (ASI) sponsored by the North Atlantic Treaty Organization (NATO). The Institute was conducted at the beautiful Chateau de Bonas, near Toulouse, France in October, 1991. A number of scholars from different countries participated in the two-week institute on differential diagnosis and treatments of reading and writing problems. The accepted papers for this volume are divided into three sections: (a) Differential diagnosis of reading disabilities; (b) Access to language-related component processes; and (c) Reading/spelling strategies. The other papers appear in a companion volume: Developmental and Acquired Dyslexia: Neuropsychological and Neurolinguistic Perspectives, also coedited by Joshi and Leong and published by Kluwer Academic Publishers. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are due to: the Scientific Affairs Division of NATO for providing the major portion of the financial support; Dr. L. V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology (ITST) for their help and support of the various aspects of the institute; Mr. Charles Stockman and the entire staff of the Chateau de Bonas for making our stay a pleasant one by helping us to run the Institute smoothly. We also wish to thank our reviewers and the following people for other assistance: Christi Martin, and Xi-wu Fang.
Table des matières
I. Differential Diagnosis of Reading Disabilities Editors' Introduction.- 1. Problems in the differential diagnosis of reading disabilities.- 2. From research to clinical assessment of reading and writing disorders: The unit of analysis problem.- 3. Constructing meaning from diagnostic assessment texts: Validity as usefulness.- 4. Alice in IQ land or why IQ is still irrelevant to learning disabilities.- 5. Towards developing a framework for diagnosing reading disorders.- II. Access to Language-Related Component Processes Editors' Introduction.- 6. Components of variance models of language-related factors in reading disability: A conceptual overview.- 7. Phonemic awareness, language and literacy.- 8. The relevance of phonological awareness in learning to read: Scandinavian longitudinal and quasi-experimental studies.- 9. Does a past history of speech disorder predict literacy difficulties?.- 10. Phonological processing in learning disabled adolescents.- 11. Phonological deficits and the development of word recognition skills in developmental dyslexia.- III. Reading/Spelling Strategies Editors' Introduction.- 12. Dyslexic reading strategies and lexical access: A comparison and validation of reading strategy distributions in dyslexic adolescents and younger, normal readers.- 13. The spelling-reading connection and dyslexia: Can spelling be used to teach the alphabetic strategy?.- 14. Impact of instruction on word identification skills in children with phonological processing problems.- 15. Predicting reading acquisition in high and low IQ groups.- 16. Phonetic short-term memory representation in children's reading of Greek.- 17. Developmental dyslexia as a cognitive style.- 18. Reading comprehension and related skills in nine-year-old normal and poor readers.-Author Index.
