The Dyslexia Debate Examines How We Use The Term Dyslexia And Questions Its Efficacy As A Diagnosis. While Many Believe That A Diagnosis Of Dyslexia Will Shed Light On A Reader's Struggles And Help Identify The Best Form Of Intervention, Julian G. Elliott And Elena L. Grigorenko Show That It Adds Little Value. In Fact, Our Problematic Interpretation Of The Term Could Prove To Be A Major Disservice To Many Children With Difficulties Learning To Read. This Book Outlines In Detail The Diverse Ways In Which Reading Problems Have Been Conceptualized And Operationalized. Elliott And Grigorenko Consider The Latest Research In Cognitive Science, Genetics, And Neuroscience, And The Limitations Of These Fields In Terms Of Professional Action. They Then Provide A More Helpful, Scientifically Rigorous Way To Describe The Various Types Of Reading Difficulties And Discuss Empirically Supported Forms Of Intervention--provided By Publisher. What Is Dyslexia? -- Explanations At The Cognitive Level -- The Neurobiological Bases Of Reading And Reading Disability -- Assessment And Intervention -- Conclusions And Recommendations. Julian G. Elliott, Elena L. Grigorenko. Includes Bibliographical References And Index.

lgli/B_Biology/BH_Human/Elliott J.G., Grigorenko E.L. The Dyslexia Debate (draft, CUP, 2014)(ISBN 9780521119863)(O)(296s)_BH_.pdf

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Julian G. Elliott & Elena L. Grigorenko

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Cambridge studies in cognitive perceptual development, no. 14, Cambridge, 2014

Cambridge studies in cognitive perceptual development, 14, New York, NY, 2014

United Kingdom and Ireland, United Kingdom

kolxoz -- 69

lg1170751

producers:
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{"edition":"draft","isbns":["0521119863","9780521119863"],"last_page":296,"publisher":"Cambridge University Press"}

coverpage 1
Halftitle 3
Seriespage 4
Titlepage 7
Copyright 8
Contents 9
Preface 11
Foreword 15
1 What is dyslexia? 21
Introduction 21
Definitions of dyslexia 24
Dyslexia as a discrepancy between reading and IQ 37
Dyslexia and language disorders 45
Definitions based on causal explanations 46
Response to intervention 47
The prevalence of dyslexia 51
The broader notion of learning disabilities and its relationship to dyslexia 54
Levels of Analysis: the biological, the cognitive and the behavioural 56
Summary 58
Note: The terminology employed in this book 60
2 Explanations at the cognitive level 62
Introduction 62
The phonological deficit hypothesis 62
Rapid naming and the double deficit 69
Short-term and working memory 76
Verbal short-term memory and verbal working memory 78
Visuo-spatial short-term memory and visuo-spatial working memory 80
The central executive 80
Working memory and educational intervention 82
Low-level sensory processing 83
Auditory processing 84
Visual processing 88
Visual processing and the role of the magnocellular system 89
Visual stress/scotopic sensitivity 93
Attentional factors 94
Concluding remarks: the role of auditory and visual factor 101
Psycho-motor processing 101
The multifactorial nature of dyslexia 103
Cognitive level explanation and educational intervention 105
Summary 106
3 The neurobiological basis of reading disability 108
Introduction 108
The reading brain 108
Postmortem studies 111
Studies of anatomical structure 113
Studies of brain function 117
Training studies 124
Cross-linguistic imaging 125
Brain studies: a summary 127
Genetic bases of reading (dis)ability 130
The promise of genetic accounts for resolving the dyslexia debate 139
Summary: genetic bases 141
The promise of neurobiology for resolving the dyslexia debate 142
4 Assessment and intervention 143
Introduction 143
The Reading Wars 144
Identifying young children at risk of word reading difficulties and using this information to prevent later problems 149
Identifying those at risk of reading disability 149
Interventions for those at risk of reading disability 156
What can be done to help those who are resistant to initial interventions? 159
What is special about specialist dyslexia assessment and teaching? 169
The use of computers and assistive technology 171
Complementary and Alternative Approaches to Treatment 172
Perceptual-motor training 172
Visual interventions 175
Fatty acid interventions 176
Auditory interventions 177
Biofeedback 178
The allure of complementary treatment approaches 179
The pedagogic value of a diagnosis of dyslexia 180
Summary 184
5 Conclusions and recommendations 186
Conceptualization and operationalization 187
The ability to provide subgroup classifications or individual diagnoses of dyslexia on the basis of genetic or neurological biomarkers 190
The ability to specify to any significant degree of precision the nature, role, and influence of underlying cognitive and sensory processes in dyslexia 192
The relationship between existing biological and cognitive insights into the nature of dyslexia and evidence-based understandings about the most appropriate forms of intervention 194
The science and politics of dyslexia 195
The end of dyslexia? 197
References 203
Index 279

2014-05-08