An International Journal of Research and
Practice
Volume 4, Number 1, March 1998
Volume 9, Number 4, November
2003
Volume 10, Number 3, August
2004
Volume 10, Number 4, November
2004
Volume 11, Number 1, February
2005
Volume 23, Number 1, Winter 1997
Volume 28, Number 4, Fall
2002
Volume 29, Number 1,
Winter 2003
Volume 29, Number 2,
Spring 2003
Volume 30, Number 1, Winter
2004 (dvakrát)
Australian Resource Educators´ Association
AUSTRALIAN JOURNAL OF LEARNING DISABILITIES
AUSTRALIA´S INTERNATIONAL JOURNAL OF SPECIAL EDUCATION
LEARNING DIFFICULTIES AUSTRALIA
Volume 20, Number 1, Winter 2002
Volume XV, 1965 (tøikrát)
Volume XVII, 1967 (dvakrát)
Volume XXI, 1971 (dvakrát)
Annals of Dyslexia, An Interdisciplinary Journal of The Orton Dyslexia
Society
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1982 to Drake D. Duane, M. D.“, p. 1
·
Calfee, R.: „The Mind of the
Dyslexic.“, p. 9
·
Geschwind, N.: „Biological
Associations of Left-Handedness.“, p. 29
·
Galaburda, A.: „Developmental
Dyslexia: Current Anatomical Research.“, p. 41
·
Sloan Berndt, R.:
„Phonological Coding and Written Sentence Comprehension.“, p. 55
·
Blachman, B. A.: „Are We
Assessing the Linguistic Factors Critical in Early Reading?“, p. 91
·
Rubin, H. - Liberman, I. Y.:
„Exploring the Oral and Written Language Errors Made by Language Disabled
Children.“, p. 111
·
Cook Moats, L.: „A Comparison
of the Spelling Errors of Older Dyslexic and Second-
-Grade Normal Children.“, p. 121
·
Steeves, K. J.: „Memory as a
Factor in the Computational Efficiency of Dyslexic Children with High Abstract
Reasoning Ability.“, p. 141
·
DeFries, J. C. - Baker, L.
A.: „Colorado Family Reading Study: Longitudinal Analyses.“, p. 153
·
Rayner, K.: „Eye Movements,
Perceptual Span, and Reading Disability.“, p. 163
·
Doehring, D. G.: „What Do We
Know About Reading Disabilities? Closing the Gap Between Research and
Practice.“, p. 175
·
Carlisle, J. F.: „Components
of Training in Reading Comprehension for Middle School Students.“, p. 187
·
Boettcher, J. V.: „Computer-Based
Education: Classroom Application and Benefits for the Learning-Disabled
Student.“, p. 203
·
Cox, A. R.: „Programming for
Teachers of Dyslexics.“, p. 221
·
kol. autorù: „Adapting a
College Preparatory Curriculum for Dyslexic Adolescents: The Rationale
(Greenwood, J. A., p. 235), The Focus: Confronting the Problems of What to
Teach (Morris, G. H., p. 243), Applications for the Classroom (Morgan, Ch. G.,
p. 251).“
·
Burrows, D. - Wolf, B.:
„Creativity and the Dyslexic Child: A Classroom View.“, p. 269
·
Migden, S: „Issues in
Concurrent Psychotherapy-Remediation.“, p. 275
·
Burka, A. A.: „The Emotional
Reality of Learning Disability.“, p. 289
·
Heisler, A. B.: „Psychosocial
Issues in Learning Disabilities.“, p. 303
Annals of Dyslexia, An Interdisciplinary Journal of The Orton Dyslexia
Society
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1983 to Eleanor Thurston Hall.“
·
Benson, D. F.: „Alexia and
the Neural Basis of Reading.“, p. 3
·
Leong, Ch. K.: „Confessions
of a Schoolman - On Dyslexia and Laterality.“, p. 15
·
Chase, Ch. H. - Schmitt, R.
L. - Russell, G. - Tallal, P.: „A New Chemotherapeutic Investigation: Piracetam
Effects on Dyslexia.“, p. 29
·
Stark, R. E. - Bernstein, L.
E. - Condino, R. - Bender, M. - Tallal, P. - Catts III, H.: „Four--Year
Follow-Up Study of Language Impaired Children.“, p. 49
·
Benton, A. L.: „Dyslexia and
Spatial Thinking.“, p. 69
·
Wolf, M.: „Naming, Reading,
and the Dyslexias: A Longitudinal Overview.“, p. 87
·
Mann, V. A.: „Longitudinal
Prediction and Prevention of Reading Difficulty.“, p. 117
·
Kean, M.-L.: „The Question of
Linguistic Anomaly in Developmental Dyslexia.“, p. 137
·
Lovett, M. W.: „The Search
for Subtypes of Specific Reading Disability: Reflections from a Cognitive
Perspective.“, p. 155
·
Van den Bos, K. P.: „Letter
Processing in Dyslexic Subgroups.“, p. 179
·
Larsen, S. - Parlenvi, P.:
„Patterns of Inverted Reading and Subtypes in Dyslexia.“, p. 195
·
Doehring, D. G.: „Subtyping
of Reading Disorders: Implications for Remediation.“, p. 205
·
Calfee, R.: „Applying
Cognitive Psychology to Educational Practice: The Mind of the Reading
Teacher.“, p. 219
·
Flood, J. - Lapp, D. - Flood,
S.: „Types of Writings Found in the Early Levels of Basal Reading Programs:
Preprimers through Second Grade Readers.“, p. 241
·
Ramage, J. C.: „Prevention:
Federal Impact on Preschool Handicapped Programs.“, p. 257
·
Ganschow, L.: „Analysis of
Written Language of a Language Learning Disabled (Dyslexic) College Student and
Instructional Implications.“, p. 271
·
Levy, D. - Ellis, W.: „A
Clinical Model for the Treatment of Dyslexia.“, p. 285
·
Mautner, T. S.: „Dyslexia -
My ´Invisible Handicap´.“, p. 299
·
Hartwig, L. J.: „One Parent´s
Experience with Dyslexia.“, p. 313
·
Geschwind, N.: „The Brain of
a Learning-Disabled Individual.“, p. 319
Annals of Dyslexia, An Interdisciplinary Journal of The Orton Dyslexia
Society
·
„Foreword.“
·
„Dedication.“
·
„The Samuel T. Orton Award
for 1984 to Robert Goodell Hall.“
·
Masland, R. L.: „Remembering
Lloyd Thompson and June Lyday Orton.“, p. 3
·
Masland, M. W.: „Katrina de
Hirsch: An Appreciation.“, p. 9
·
Rawson, M. B.: „The Bright
Future.“, p. 13
·
Galaburda, A. M.:
„Developmental Dyslexia: A Review of Biological Interactions.“, p. 21
·
Epstein, H.: „Multimodality,
Crossmodality, and Dyslexia.“, p. 35
·
Williams, A. L. - Miles, T.
R.: „Rorschach Responses of Dyslexic Children.“, p. 51
·
Stanovich, K. E.: „Explaining
the Variance in Reading Ability in Terms of Psychological Processes: What Have
We Learned?“, p. 67
·
Forell, E. R. - Hood, J.: „A
Longitudinal Study of Two Groups of Children with Early Reading Problems.“, p.
97
·
Finucci, J. M. - Gottfredson,
L. S. - Childs, B.: „A Follow-up Study of Dyslexic Boys.“, p. 117
·
Vogel, S. A.: „Syntactic
Complexity in Written Expression of College Writers.“, p. 137
·
Trusdell, M. L.: „An Analysis
of Service Delivery Models for Learning Disability Programs in the U. S.,
1984-1985 School Year.“, p. 175
·
Cox, A. R.: „Alphabetic
Phonics: An Organization and Expansion of Orton-Gillingham.“, p. 187
·
Miles, E.: „A Rescue Service
for All Dyslexic Children.“, p. 199
·
Cowen, C. D.: „The Tutoring
Network: A Unique Nonprofit Educational / Civic / / Professional Organization.“,
p. 209
Annals of Dyslexia, An Interdisciplinary Journal of The Orton Dyslexia
Society
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1985 to Norman Geschwind, Posthumously, and Alice Koontz.“
·
Ellis, W.: „The School and
the Dyslexic.“, p. 3
·
Foss, J. M.: „The Tutor-Student
Instructional Interaction.“, p. 15
·
Harmes, J. M.: „A Yankee
Tutor in Gillinham´s Court.“, p. 28
·
Aaron, P. G. - Phillips, S.:
„A Decade of Research with Dyslexic College Students.“, p. 44
·
Frith, U.: „A Developmental
Framework for Developmental Dyslexia.“, p. 69
·
Leong, Ch. K.: „What Does
Accessing a Morphemic Script Tell Us About Reading and Reading Disorders in an
Alphabetic Script?“, p. 82
·
Miles, T. R. - Haslum, M. N.:
„Dyslexia: Anomaly or Normal Variation?“, p. 103
·
Wilsher, C. R.: „The
Nootropic Concept and Dyslexia.“, p. 118
·
Brady, S.: „Short-Term
Memory, Phonological Processing, and Reading Ability.“, p. 138
·
Hermann, H. T. - Sonnabend,
N. L. - Zeevi, Y. Y.: „Bihemifield Visual Stimulation Reveals Reduced Lateral
Bias in Dyslexia.“, p. 154
·
Byrd Rawson, M.: „The Many
Faces of Dyslexia.“, p. 179
·
Galaburda, A. M.: „Response
to ´The Many Faces of Dyslexia´.“, p. 192
·
Jansky, J. J.: „Language and
the Developing Child: Pivotal Ideas of Katrina de Hirsch.“, p. 196
·
Lundberg, I. - Nilson, L.-G.:
„What Church Examination Records Can Tell Us About the Inheritance of Reading
Disability.“, p. 217
·
Healy, J. M. - Aram, D. M.:
„Hyperlexia and Dyslexia: A Family Study.“, p. 237
·
Badian, N. A.: „Nonverbal
Disorders of Learning: The Revers of Dyslexia?“, p. 253
·
Voeller, K. K. S. - Armus,
J.: „A Comparison of Reading Strategies of Genetic Dyslexics and Children with
Right and Left Brain Deficits.“, p. 270
·
Cohen, J.: „Learning
Disabilities and Psychological Development in Childhood and Adolescence.“, p.
287
·
Jones, B. H.: „The Gifted
Dyslexic.“, p. 301
·
Fiedorowicz, Ch. A. M.:
„Training of Component Reading Skills.“, p. 318
Annals of Dyslexia, An Interdisciplinary Journal of
The Orton Dyslexia Society
·
„Foreword.“
·
„The Samuel T. Orton Awards
for 1986 to Che Kan Leong.“
·
„John B. Bigelow.“
·
Cicci, R. - de Hirsch, K. -
Rabinovitch, R. - Saunders, R. - Hagin, R. - Silver, A. - - Grugett, A. E.:
„Remembering Lauretta Bender.“, p. 3
·
Bender, L. - Grugett, A. E.:
„Highlights in Pioneering the Understanding of Language Disabilities.“, p. 10
·
Gardner, H.: „The Theory of
Multiple Intelligences.“, p. 19
·
Rawson, M. B.: „The Orton
Trail: 1896-1986.“, p. 36
·
Denckla, M. B.: „Applications
of Disconnection Concepts to Developmental Dyslexia.“, p. 51
·
Pennington, B. F. - Lefly, D.
L. - Van Orden, G. C. - Bookman, M. O. - Smith, S. D.: „Is Phonology Bypassed
in Normal or Dyslexic Development?“, p. 62
·
Carlisle, J. F.: „The Use of
Morphological Knowledge in Spelling Derived Forms by Learning Disabled and
Normal Students.“, p. 90
·
Aaron, P. G.: „Developmental
Dyslexia: Is it Different form Other Forms of Reading Disability?“, p. 109
·
Morais, J.: „Segmental
Analysis of Speech and its Relations to Reading Ability.“, p. 126
·
Vogel, S. A. - Walsh, P. C.:
„Gender Differences in Cognitive Abilities of Learning- -Disabled Females and Males.“,
p. 142
·
Dorman, C.: „Reading
Disability Subtypes in Neurologically-Impaired Students.“, p. 166
·
Vickery, K. S. - Reynolds, V.
A. - Cochran, S. W.: „Multisensory Teaching Approach for Reading, Spelling, and
Handwriting, Orton-Gillingham Based, in a Public School Setting.“, p. 189
·
Cicci, R.: „Dyslexia:
Especially for Parents.“, p. 203
·
Rothschild, L. H.:
„Scholastic Aptitude Preparation for the Adolescent Dyslexic.“, p. 212
·
Phelps, J. - Stempel, L.:
„Handwriting: Evolution and Evaluation.“, p. 228
·
Chall, J. S.: „Reading
Development in Adults.“, p. 240
·
Bruck, M.: „The Adult
Outcomes of Children with Learning Disabilities.“, p. 252
·
Maria, K.: „A New Look at
Reading Comprehension Instruction for Disabled Readers.“, p. 264
·
„Foreword.“
·
„The Samuel T. Orton Awards
for 1987 to Alice H. Garside and Lucius Waites.“
·
Cox, A. R. - Welchman, M. -
Saunders, R. - Koontz, A. - Rawson, M. B.: „A Tribute to Sally Childs.“, p. 3
·
Enfield, M. L.: „The Quest
for Literacy.“, p. 8
·
Klasen, E.: „Helping
Dyslexics - A Task for Sharing.“, p. 22
·
Aaron, P. G. - Kuchta, S. -
Grapenthin, C. T.: „Is There a Thing Called Dyslexia?“, p. 33
·
Sterling, E. G. - Miles, T.
R.: „Naming Ability and Oral Fluency in Dyslexic Adolescents.“, p. 50
·
Fowler, A. E.:
„Grammaticality Judgments and Reading Skill in Grade 2.“, p. 73
·
Leong, Ch. K.: „A
Componential Approach to Understanding Reading and its Difficulties in
Preadolescent Readers.“, p. 95
·
DeFries, J. C.: „Colorado
Reading Project: Longitudinal Analyses.“, p. 120
·
LaBuda, M. C. - DeFries, J.
C.: „Genetic and Environmental Etiologies of Reading Disability: A Twin
Study.“, p. 131
·
Manis, F. R. - Szeszulski, P.
A. - Holt, L. K. - Graves, K.: „A Developmental Perspective on Dyslexic
Subtypes.“, p. 139
·
Stanovich, K. E.: „The Right
and Wrong Places to Look for the Cognitive Locus of Reading Disability.“, p.
154
·
Morrison, D. -
Mantzicopoulos, P. - Stone, E.: „Screening for Reading Problems: The Utility of
SEARCH.“, p. 181
·
Paul-Brown, D.: „A
Classroom-Based Model of Language Intervention for Preschool Language-Impaired
Children: Principles and Procedures.“, p. 193
·
Ball, E. W. - Blachman, B.
A.: „Phoneme Segmentation Training: Effect on Reading Readiness.“, p. 208
·
Royall Cox, A. - Hutcheson,
L.: „Syllable Division: A Prerequisite to Dyslexics´ Literacy.“, p. 226
·
Calfee, R. - Chambliss, M.:
„Beyond Decoding: Pictures of Expository Prose.“, p. 243
·
Henry, M. K.: „Beyond Phonics:
Integrated Decoding and Spelling Instruction Based on Word Origin and
Structure.“, p. 259
·
Pompian, N. W. - Thum, C. P.:
„Dyslexic / Learning Disabled Students at Dartmouth.“, p. 278
Annals of Dyslexia, An Interdisciplinary Journal of The Orton Dyslexia
Society
·
„Foreword.“
·
„The Samuel T. Orton Awards
for 1988 to Isabelle Y. Liberman and William Ellis.“
·
Richardson, S. O.: „Specific
Developmental Dyslexia: Retrospective and Prospective Views.“, p. 3
·
Silver, A. A.: „Lauretta
Bender´s Contribution to Understanding Language Disorders.“, p. 24
·
McClelland, J.: „Gillingham:
Contemporary after 76 Years.“, p. 34
·
Catts, H. W.: „Defining
Dyslexia as a Developmental Language Disorder.“, p. 50
·
Galaburda, A. M.: „Ordinary
and Extraordinary Brain Development: Anatomical Variation in Developmental
Dyslexia.“, p. 67
·
Pennington, B. F.: „Using
Genetics to Understand Dyslexia.“, p. 81
·
Leong, Ch. K.: „Productive
Knowledge of Derivational Rules in Poor Readers.“, p. 94
·
Silliman, E. R.: „Narratives:
A Window on the Oral Substrate of Written Language Disabilities.“, p. 125
·
Johnson, D. J. - Grant, J.
O.: „Written Narratives of Normal and Learning Disabled Students.“, p. 140
·
Carlisle, J. F.: „Diagnosing
Comprehension Deficits Through Listening and Reading.“, p. 159
·
Sparks, R. - Ganschow, L. -
Pohlman, J.: „Linguistic Coding Deficits in Foreign Language Learners.“, p. 179
·
Kitz, W. R. - Tarver, S. G.:
„Comparison of Dyslexic and Nondyslexic Adults on Decoding and Phonemic
Awareness Tasks.“, p. 196
·
Gregg, N. - McAlexander, P.:
„The Relation between Sense of Audience and Specific Learning Disabilities: An
Exploration.“, p. 206
·
Jansky, J. J. - Hoffman, M.
J. - Layton, J. - Sugar, F. - Davies, M.: „Prediction: A Six- -Year Follow-up.“, p. 227
·
Ogden, S. - Hindman, S. -
Douglas Turner, S.: „Multisensory Programs in the Public Schools: A Brighter
Future for LD Children.“, p. 247
·
Stirling, E.: „The Adolescent
Dyslexic: Strategies for Spelling.“, p. 268
·
„Foreword.“
·
„Dedication.“
·
„The Samuel T. Orton Awards
for 1989 to Regina Cicci.“
·
Vail, P. L.: „Gifts, Talents,
and The Dyslexias: Wellsprings, Springboards, and Finding Foley´s Rocks.“, p. 3
·
Galaburda, A. M.: „The
Testosterone Hypothesis: Assessment Since Geschwind and Behan, 1982.“, p. 18
·
Steeves, J.: „Here´s to the
Future.“, p. 39
·
Liberman, I. Y. - Liberman,
A. M.: „Whole Language vs. Code Emphasis: Underlying Assumptions and their
Implications for Reading Instruction.“, p. 51
·
Hutcheson, L. - Selig, H. -
Young, N.: „A Success Story: A Large Urban District Offers A Working Model for
Implementing Multisensory Teaching into the Resource and Regular Classroom.“,
p. 79
·
Carter, C. G.: „Systematic
Botany: Science to Develop Language Facility.“, p. 97
·
Migden, S. D.: „Dyslexia and
Psychodynamics: A Case Study of a Dyslexic Adult.“, p. 107
·
Vogel, S. A. - Adelman, P.
B.: „Extrinsic and Intrinsic Factors in Graduation and Academic Failure Among
LD College Students.“, p. 119
·
Worthy, M. J. - Invernizzi,
M.: „Spelling Errors of Normal and Disabled Students on Achievement Levels One
through Four: Instructional Implications.“, p. 138
·
Badian, N. A. - McAnulty, G.
B. - Duffy, F. H. - Als, H.: „Prediction of Dyslexia in Kindergarten Boys.“, p.
152
·
Elliott, L. L. - Hammer, M.
A. - Scholl, M. E.: „Fine-Grained Auditory Discrimination and Performance on
Tests of Receptive Vocabulary and Receptive Language.“, p. 170
·
Szeszulski, P. A. - Manis, F.
R.: „An Examination of Familial Resemblance Among Subgroups of Dyslexics.“, p.
180
·
Leong, Ch. K. - Simmons, D.
R. - Izatt-Gambell, M.A.: „The Effect of Systematic Training in Elaboration on
Word Meaning and Prose Comprehension in Poor Readers.“, p. 192
·
DeFries, J. C. - Wadsworth,
S. J. - Gillis, J. J.: „Gender Differences in Cognitive Abilities of
Reading-Disabled Twins.“, p. 216
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1990 to Diana H. King.“
·
Wiig, E. H.:
„Language-Learning Disabilities: Paradigms for the Nineties.“, p. 3
·
Leong, Ch. K.: „Developmental
Dyslexia Revisited and Projected.“, p. 23
·
Sheffield, B. B.: „The
Structured Flexibility of Orton-Gillingham.“, p. 41
·
Sawyer, D. J. - Butler, K.:
„Early Language Intervention: A Deterrent to Reading Disability.“, p. 55
·
Groff, P.: „Teachers´
Opinions of the Whole Language Approach to Reading Instruction.“, p. 83
·
Sparks, R. L. - Ganschow, L.
- Kenneweg, S. - Miller, K.: „Use of an Orton-Gillingham Approach to Teach a
Foreign Language to Dyslexic / Learning-Disabled Students: Explicit Teaching of
Phonology in a Second Language.“, p. 96
·
Butler, S. R.: „Reading
Program - Remedial, Integrated, and Innovative.“, p. 119
·
Foss, J. M.: „Nonverbal
Learning Disabilities and Remedial Interventions.“, p. 128
·
Lefly, D. L. - Pennington, B.
F.: „Spelling Errors and Reading Fluency in Compensated Adult Dyslexics.“, p.
143
·
Catts, H. W.: „Early
Identification of Dyslexia: Evidence From a Follow-up Study of Speech-Language
Impaired Children.“, p. 163
·
Zecker, S. G.: „The
Orthographic Code: Developmental Trends in Reading-Disabled and
Normally-Achieving Children.“, p. 178
·
Alexander, A. W. - Andersen,
H. G. - Heilman, P. C. - Voeller, K. K. S. - Torgesen, J. K.: „Phonological
Awareness Training and Remediation of Analytic Decoding Deficits in a Group of
Severe Dyslexics.“, p. 193
·
Scarborough, H. S.: „Early
Syntactic Development of Dyslexic Children.“, p. 207
·
Badian, N. A. - Duffy, F. H.
- Als, H. - McAnulty, G. B.: „Linguistic Profiles of Dyslexic and Good
Readers.“, p. 221
·
Bell, N.: „Gestalt Imagery: A
Critical Factor in Language Comprehension.“, p. 246
Annals of Dyslexia, An Interdisciplinary Journal of The Orton Dyslexia
Society
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1991 to Dorothy B. Whitehead. Carolyn L. and Carl L. Kline.“
·
Kitz, W. R. - Nash, R. T.:
„Testing the Effectiveness of the Project Success Summer.“, p. 3
·
Sparks, R. - Ganschow, L. -
Pohlman, J. - Skinner, S. - Artzer, M.: „The Effects of Multisensory Structured
Language Aptitude Skills of At-Risk High School Foreign Language Learners.“, p.
25
·
Simpson, S. B. - Swanson, J.
A. - Kunkel, K.: „The Impact of an Intensive Multisensory Reading Program on a
Population of Learning Disabled Delinquents.“, p. 54
·
Davis, H. - Bryson, S. - Hoy,
Ch.: „Case Study of Language and Numerical Disability: A Sequential Processing
Deficit?“, p. 69
·
Pickering, J.: „Successful
Applications of Montessori Methods for Children At Risk for Learning
Disabilities.“, p. 90
·
North, M. E.: „The Writing
Road to Reading: From Theory to Practice.“, p. 110
·
West, T. G.: „A Future of
Reversals - Dyslexic Talents in a World of Computer Visualization.“, p. 124
·
Smith, S.: „Familial Patterns
of Learning Disabilities.“, p. 143
·
Badian, N. A.: „Nonverbal
Learning Disability, School Behavior, and Dyslexia.“, p. 159
·
Cantwell, A. - Rubin, H.:
„Object Naming Ability of Adults with Written Language Difficulties.“, p. 179
·
Stanback, M. L.: „Syllable
and Rime Patterns for Teaching Reading: Analysis of a Frequency-Based
Vocabulary of 17 602 Words.“, p. 196
·
Holt-Ochsner, L. K. - Manis,
F. R.: „Automaticity Training for Dyslexics: An Experimental Study.“, p. 222
·
Lindamood, P. C. - Bell, N. -
Lindamood, P.: „Issues in Phonological Awareness Assessment.“, p. 242
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1992 to Sylvia Onesti Richardson.“
·
Busch, B.: „Attention
Deficits: Current Concepts, Controversies, Management, and Approaches to
Classroom Instruction.“, p. 5
·
Elbert, J. C.: „Occurrence
and Pattern of Impaired Reading and Written Language in Children with Attention
Deficit Disorders.“, p. 26
·
Lubs, H. A. - Rabin, M. -
Feldman, E. - Jallad, B. J. - Kushch, A. - Gross-Glenn, K. - Duara, R. -
Elston, R. C.: „Familial Dyslexia: Genetic and Medical Findings in Eleven
Three-Generation Families.”, p. 44
·
Nass, R. D.: „Sex Differences
in Learning Abilities and Disabilities.“, p. 61
·
Sears, S. - Keogh, B.: „Predicting
Reading Performance Using the Slingerland Procedures.“, p. 78
·
Badian, N. A.: „Predicting
Reading Progress in Children Receiving Special Help.“, p. 90
·
Aaron, P. G.: „Is There a
Visual Dyslexia?“, p. 110
·
Bentin, S. - Leshem, H.: „On
the Interaction Between Phonological Awareness and Reading Acquisition: It´s a
Two-Way Street.“, p. 125
·
Warrick, N. - Rubin, H. -
Rowe-Walsh, S.: „Phoneme Awareness in Language-Delayed Children: Comparative
Studies and Intervention.“, p. 153
·
Moats, L. C.: „Spelling Error
Interpretation: Beyond the Phonetic / Dysphonetic Dichotomy.“, p. 174
·
Priddy Guyer, B. - Banks, S.
R. - Guyer, K. E.: „Spelling Improvement for College Students Who Are
Dyslexic.“, p. 186
·
Sparks, R. L. - Ganschow, L.:
„The Effects of Multisensory Structured Language Instruction on Native and
Foreign Language Aptitude Skills of At-Risk-High School Foreign Language
Learners: A Replication and Follow-up Study.“, p. 194
·
Carlisle, J. F.: - Andrews,
E.: „Monitoring Learning-Disabled Students in Mainstream Science Classes.“, p.
217
·
Elkind, J. - Cohen, K. -
Murray, C.: „Using Computer-Based Readers to Improve Reading Comprehension of
Students with Dyslexia.“, p. 238
·
Biasotto, V. L.: „Project
ASSIST Institute: An Orton-Gillingham / Spalding Based Curriculum for Teachers
and Volunteers.“, p. 260
·
Sauter, D. L. - McPeek, D.:
„Dyslexia in the Workplace: Implications of the Americans with Disabilities
Act.“, p. 271
Annals of Dyslexia, An Interdisciplinary Journal of The Orton Dyslexia
Society
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1993 to Lucia Rooney Karnes.“
·
Badian, N. A.: „Preschool
Prediction: Orthographic and Phonological Skills, and Reading.“, p. 3
·
Brady, S. - Fowler, A. -
Stone, B. - Winbury, N.: „Training Phonological Awareness: A Study with
Inner-City Kindergarten Children.“, p. 26
·
Truch, S.: „Stimulating Basic
Reading Processes Using Auditory Discrimination In Depth.“, p. 60
·
Cook Moats, L.: „The Missing
Foundation in Teacher Education: Knowledge of the Structure of Spoken and
Written Language.“, p. 81
·
Yamada, J. - Banks, A.:
„Evidence for and Characteristics of Dyslexia among Japanese Children.“, p. 105
·
Murphy, L. - Pollatsek, A.:
„Developmental Dyslexia: Heterogeneity without Discrete Subgroups.“, p. 120
·
Nicolson, R. I. - Fawcett, A.
J.: „Comparison of Deficits in Cognitive and Motor Skills among Children with
Dyslexia.“, p. 147
·
Cohen, J.: „On the
Differential Diagnosis of Reading, Attentional, and Depressive Disorders.“, p.
165
·
Ganschow, L. - Lloyd-Jones,
J. - Miles, T. R.: „Dyslexia and Musical Notation.“, p. 185
·
Elbro, C. - Nielsen, I. - Petersen,
D. K.: „Dyslexia in Adults: Evidence for Deficits in Non-word Reading and in
the Phonological Representation of Lexical Items.“, p. 205
·
Grasso Ryan, A.: „Life
Adjustments of College Freshmen with and without Learning Disabilities.“, p.
227
·
Gombert, J. E.: „How do
Illiterate Adults React to Metalinguistic Training?“, p. 250
·
Reiff, H. B. - Gerber, P. J.
- Gensberg, R.: „Instructional Strategies for Long-term Success.“, p. 270
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1994 to Rosa A. Hagin.“
·
Lyon, G. R.: „Toward a
Definition of Dyslexia.“, p. 3
·
Snyder, L. S. - Downey, D.
M.: „Serial Rapid Naming Skills in Children with Reading Disabilities.“, p. 31
·
Stone, B. - Brady, S.:
„Evidence for Phonological Processing Deficits in Less-Skilled Readers.“, p. 51
·
Badian, N. A.: „Predicting
Reading Ability Over the Long Term: The Changing Roles of Letter Naming,
Phonological Awareness and Orthographic Processing.“, p. 79
·
Wise, B. W. - Olson, R. K.:
„Computer-based Phonological Awareness and Reading Instruction.“, p. 99
·
Higgins, E. L. - Zvi, J. C.:
„Assistive Technology for Postsecondary Students with Learning Disabilities:
From Research to Practice.“, p. 123
·
Kitz, W. R. - Nash, R. T.:
„Applying Effective Instructional Strategies for Teaching Dyslexic Students in
a Remedial College Algebra Course.“, p. 143
·
Smith-Lock, K. M.: „Morphological
Usage and Awareness in Children with and without Specific Language
Impairment.“, p. 163
·
Sparks, R. L.: „Examining the
Linguistic Coding Differences Hypothesis to Explain Individual Differences in
Foreign Language Learning.“, p. 187
·
Javorsky, J.: „An Examination
of Language Learning Disabilities in Youth with Psychiatric Disorders.“, p. 215
·
Banks, S. R. - Guyer, B. P. -
Guyer, K. E.: „A Study of Medical Students and Physicians Referred for Learning
Disabilities.“, p. 233
·
Hiscock, M. - Kinsbourne, M.:
„Progress in the Measurement of Laterality and Implications for Dyslexia
Research.“, p. 249
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1995 to Jeannette Jefferson Jansky.“
·
Gough, P. B.: „How Children
Learn to Read and Why They Fail.“ , p. 3
·
Sheffield, B.: „Handwriting:
A Neglected Cornerstone of Literacy.“, p. 21
·
Richardson, S. O.: „Coping
with Dyslexia in the Regular Classroom: Inclusion or Exclusion.“, p. 37
·
Padget, S. Y. - Knight, D. F.
- Sawyer, D. J.: „Tennessee Meets the Challenge of Dyslexia.“, p. 51
·
McGuinness Carmen + Diane +
Geoffrey: „Phono-Graphics: A New Method for Remediation Reading Difficulties.“,
p. 73
·
Greene, J. F.: „Effects of an
Individualized Structured Language Curriculum for Middle and High School
Student.“, p. 97
·
Bat-Hayim, M.-L.: „Analyzing
Cohesion in Language Samples of College Students: A Diagnostic Tool.“, p. 123
·
Elkind, J. - Sandperl Black,
M. - Murray, C.: „Computer-based Compensation of Adult Reading Disabilities.“,
p. 159
·
Katz, R. B.: „Phonological
and Semantic Factors in the Object-naming Errors of Skilled and Less-skilled
Readers.“, p. 189
·
Elbro, C. - Arnbak, E.: „The
Role of Morpheme Recognition and Morphological Awareness in Dyslexia.“, p. 209
·
Knopik, V. S. - DeFries, J.
C. - Alarcón, M.: „Gender Differences in Cognitive Abilities of Opposite-sex
and Same-sex Twin Pairs with Reading Disability.“, p. 241
·
Fawcett, A. J. - Nicolson, R.
I. - Dean, P.: „Impaired Performance of Children with Dyslexia on a Range of
Cerebellar Tasks.“, p. 259
·
„Foreword.“
·
„The Samuel T. Orton Award
for 1996 to Jeanne S. Chall.“
·
Post, Y. V. - Foorman, B. R.
- Hiscock, M.: „Speech Perception and Speech Production as Indicators of
Reading Disability.“, p. 1
·
Champion, A.: „Knowledge of
Suffixed Words: A Comparison of Reading Disabled and Nondisabled Readers.“, p.
29
·
Windsor, J. - Hwang, M.:
„Knowledge of Derivational Suffixes in Students with Language-Learning
Disabilities.“, p. 57
·
Badian, N. A.: „Dyslexia and
the Double Deficit Hypothesis.“, p. 69
·
Hultquist, A. M.:
„Orthographic Processing Abilities of Adolescents with Dyslexia.“, p. 89
·
McGuinness, D.: „Decoding
Strategies as Predictors of Reading Skill: A Follow-On Study.“, p. 117
·
Anderson, K. G.: „Gender Bias
and Special Education Referrals.“, p. 151
·
LaFrance, E. B.: „The Gifted
/ Dyslexic Child: Characterizing and Addressing Strengths and Weaknesses.“, p.
163
·
Skinner, L. - Gillespie, P. -
Balkan, L.: „Adults Who Learn Differently: Help Through a Volunteer Literacy
Program.“, p. 185
·
Bat-Hayim, M.L.: Learning to
Learn: Learning Therapy in a College Classroom.“, p. 203
·
Richardson, S. O.: „The
Montessori Preschool: Preparation for Writing and Reading.“, p. 241
·
Chall, J. S.: „Are Reading
Methods Changing Again?“, p. 257
·
Adams, M. J.: „The Great
Debate: Then and Now.“, p. 265
·
„Foreword.“
·
„The 1997 Samuel T. Orton
Award to C. Wilson Anderson, Jr.“
·
Henry, M. K.: „Structured,
Sequential, Multisensory Testing: The Orton Legacy.“, p. 3
·
Miles, T. R. - Haslum, M. N.
- Wheeler, T. J.: „Gender Ratio in Dyslexia.“, p. 27
·
Fawcett, A. J. - Singleton,
C. H. - Peer, L.: „Advances in Early Years Screening for Dyslexia in the United
Kingdom.“, p. 57
·
Meyer, M. S. - Wood, F. B. -
Hart, L. A. - Felton, R. H.: „Longitudinal Course of Rapid Naming in Disabled
and Nondisabled Readers.“, p. 91
·
Scarborough, H. S.:
„Predicting the Future Achievement of Second Graders with Reading Disabilities:
Contributions of Phonemic Awareness, Verbal Memory, Rapid Naming, and IQ.“, p.
115
·
Jaarsma, B. S. -
Ruijssenaars, A. J. J. M. - Van den Broeck, W.: „Dyslexia and Learning Musical
Notation: A Pilot Study.“, p. 137
·
Cornelissen, P. L. - Hansen,
P. C.: „Motion Detection, Letter Position Encoding, and Single Word Reading.“,
p. 155
·
Westervelt, V. D. - Johnson,
D. C. - Westervelt, M. D. - Murrill, S.: „Changes in Self Concept and Academic
Skills During a Multimodal Summer Camp Program.“, p. 191
·
Williams, J. P.: „Improving
the Comprehension of Disabled Readers.“, p. 213
·
Sparks, R. L. - Artzer, M. -
Patton, J. - Ganschow, L. - Miller, K. - Hordubay, D. J., Walsh, G.: „Benefits
of Multisensory Structured Language Instruction for At-Risk Foreign Language
Learners: A Comparison Study of High School Spanish Students.“, p. 239
·
Keim, J. - Ryan, A. G. -
Nolan, B. F.: „Dilemmas Faced when Working with Learning Disabilities in
Post-Secondary Education.“, p. 273
·
Wertheim, Ch. - Vogel, S. A.
- Brulle, A. R.: „Students with Learning Disabilities in Teacher Education
Programs.“, p. 293
·
Fink, R.: „Literacy
Development in Successful men and Women with Dyslexia.“, p. 311
·
„Foreword.“
·
„The 1999 Samuel T. Orton
Award Presented to Howard Gardner.“
·
Zeffiro, T. J. - Eden, G.:
„The Neural Basis of Developmental Dyslexia.“, p. 1
·
Kame´enui, E. J. - Simmons,
D. C. - Coyne, M. D.: „Schools as Host Environments: Toward a School-Wide
Reading Improvement Model.“, p. 31
·
Compton, D. L.: „Modeling the
Response of Normally Achieving and At-Risk First Grade Children to Word Reading
Instruction.“, p. 53
·
Rescorla, L.: „Do
Late-Talking Toddlers Turn Out to Have Language and Reading Outcomes a Decade
Later?“, p. 87
·
Goulandris, N. K. - Snowling,
M. J. - Walker, I.: „Is Dyslexia a Form of Specific Language Impairment? A
Comparison of Dyslexia and Language Impaired Children as Adolescents.“, p. 103
·
Geva, E. - Yaghoubzadeh, Z. -
Schuster, B.: „Individual Differences in Word Recognition Skills of ESL
Children.“, p. 121
·
Simon, Ch. S.: „Dyslexia and
Learning a Foreign Language: A Personal Experience.“, p. 155
·
Sparks, R. L. - Artzer, M.:
„Foreign Language Learning, Hyperlexia, and Early Word Recognition.“, p. 189
·
Haynes, Ch. - Hook, P. -
Macaruso, P. - Muta, E. - Hayashi, Y. - Kato, J. - Sasaki, T.: „Teachers´ Skill
Ratings of Children with Learning Disabilities: A Comparison of the United
States and Japan.“, p. 213
·
Leong, Ch. K. - Cheng, P.-W.
- Lam, C. C. C.: „Exploring Reading-Spelling Connection as Locus of Dyslexia in
Chinese.“, p. 239
·
„Foreword.“
·
The 2000 Samuel T. Orton
Award Presented to Reid Lyon.“
·
Lyon, G. R.: „Acceptance of
the Samuel Torrey Orton Award, November, 2000, Washington, D. C.“, p. 3
·
„The Samuel Torrey and June
Lyday Orton Memorial Lecturer: Robert B. Brooks.“
·
Brooks, R. B.: „Fostering
Motivation, Hope and Resilience in Children with Learning Disorders.“, p. 9
·
Berninger, V. W.:
„Understanding the ´Lexia´in Dyslexia: A Multidisciplinary Team Approach to
Learning Disabilities.“, p. 23
·
Flowers, L. - Meyer, M. -
Lovato, J. - Felton, R. - Wood, F.: „Does Third Grade Discrepancy Status
Predict the Course of Reading Development?“, p. 49
·
Hook, P. E. - Macaruso, P. -
Jones, S.: „Efficacy of Fast ForWord Training on Facilitating Acquisition of
Reading Skills by Children with Reading Difficulties - A Longitudinal Study.“,
p. 75
·
Bos, C. - Mather, N. -
Dickson, S. - Podhajski, B. - Chard, D.: „Perceptions and Knowledge of
Preservice and Inservice Educators About Early Reading Instruction.“, p. 97
·
Post, Y. V. - Carreker, S. -
Holland, G.: „The Spelling of Final Letter Patterns: A Comparison of
Instruction at the Level of the Phoneme and the Rime.“, p. 121
·
Schlagel, B.: „Traditional,
Developmental, and Structured Language Approaches to Spelling: Review and
Recommendations.“, p. 147
·
Badian, N. A.: „Phonological
and Orthographic Processing: Their Roles in Reading Prediction.“, p. 179
·
Wesseling, R. - Reitsma, P.:
„Preschool Phonological Representations and Development of Reading Skills.“, p.
203
·
Davis, Ch. J. - Knopik, V. S.
- Olson, R. K. - Wadsworth, S. J. - DeFries, J. C.: „Genetic and Environmental
Influences on Rapid Naming and Reading Ability: A Twin Study.“, p. 231
·
Carlisle, J. F. - Stone. C.
A. - Katz, L. A.: „The Effects of Phonological Transparency on Reading Derived
Words.“, p. 249
·
Leong, Ch. K. - Jerred, W.
D.: „Effects of Consistency and Adequacy of Language
·
Miles, T. R. - Haslum, M. N.
- Wheeler, T. J.: „The Mathematical Abilities of Dyslexic 10-Years-Olds.“, p.
299
·
„Samuel Torrey Orton Award to
Disability Rights Advocates: Citation and Acceptance by Sid Wolinsky.“, p. 19
·
„Samuel Torrey Orton Award to
Gordon F. Sherman: Citation and Acceptance.“, p. 21
·
Duane, D. D.: „Norman Geschwind
Lecture: Geschwind´s Lesson.“, p. 25
·
From the Editor of Annals and
Perspectives, Winter 2002, Vol. 28(1): „In Memoriam: Margaret Byrd Rawson.“, p.
43
·
Byrne, B. - Delaland, C. -
Relding-Barnsley, R. - Quain, P. - Samuelsson, S. - Hoien, T. - Corley, R. -
DeFries, J. C. - Wadsworth, S. - Willcutt, E. - Olson, R. K.: „Longitudinal
Twin Study of Early Reading Development in Three Countries: Preliminary
Results.“, p. 49
·
Tunick, R. A. - Pennington,
B. F.: „The Etiological Relationship between Reading Disability and
Phonological Disorder.“, p. 75
·
Molfese, D. L. - Molfese, V.
J. - Key, S. - Modglin, A. - Kelley, S. - Terrell, S.: „Reading and Cognitive
Abilities: Longitudinal Studies of Brain and Behavior Changes in Young
Children.“, p. 99
·
Molfese, V. J. - Molfese, D.
L.: „Environmental and Social Influences on Reading Skills as Indexed by Brain
and Behavioral Responses.“, p. 121
·
Goswami, U.: „Phonology,
Reading Development, and Dyslexia: A Cross-Linguistic Perspective.“, p. 141
·
Lundberg, I.: „Second
Language Learning and Reading with the Additional Load of Dyslexia.“, p. 165
·
Durgunoglu, A. Y.:
„Cross-Linguistic Transfer in Literacy Development and Implications for
Language Learners.“, p. 189
·
McCutchen, D. - Harry, D. R.
- Cunningham, A. E. - Cox, S. - Sidman, S. - Covill, A. E.: „Reading Teachers´
Knowledge of Children´s Literature and English Phonology.“, p. 207
·
Joshi, R. M. - Dahlgren, M. -
Boulware-Gooden, R.: „Teaching Reading in an Inner City School through a
Multisensory Teaching Approach.“, p. 229
·
Hecker, L. - Burns, L. -
Elkind, J. - Elkind, K. - Katz, L.: „Benefits of Assistive Reading Software for
Students with Attention Disorders.“, p. 243
·
·
Dyslexia,
An International Journal of Research and Practice
Dyslexia, An International Journal of Research
and Practice
Miles, T. R .: „Editorial.”, p.1
Frith, U. - Landerl, K. - Frith,
Ch.: „Dyslexia and Verbal Fluency: More Evidence for a Phonological Deficit.”,
p. 2
Lewis, J.: „The Development of a
Unit for Dyslexic Children in a British Comprehensive School.”, p. 12
Nicolson, R. I. - Fawcett, A. J.:
„Dyslexia is More Than a Phonological Disability.”, p. 19
Miles, E.: „Can There Be a Single
Definition of Dyslexia?”, p.37
Lundberg, I.: „Trends in Dyslexia
Research in Sweden.”, p. 46
Dummer-Smoch, L.: „Illiteracy and
Dyslexia in Germany.“, p. 49
Catts, H.W.: „Early Language
Impairments and Developmental Dyslexia.”, p. 51
Thomson, M. - Watkins, B.: „Talking
Computers / Sport and Dyslexia / Reading by Analogy.”, p. 54
Aitken, G.: „From an Orthopaedic
Surgeon.”, p. 55
West, T. G.: „Awakening to Dyslexic
Talents in the ´New Economy´.“, p. 55
Gilroy, D.: „Adult Dyslexia:
Assessment, Counseling and Training.”, p. 57
Kelly, D. B.: „The Scars of Dyslexia.”,
p. 58
Riddick, B.: „Dyslexia and
Development - An Interview Study.”, p. 63
Ganschow, L. - Sparks, R. -
Schneider, E.: „Learning a Foreign Language: Challenges for Students with
Language Learning Difficulties.”, p. 75
Huxford, L.: „Teaching a Phonemic
Strategy for Reading: Implication of Research.”, p. 96
Kappers, E. J. - Veerman, J. W.:
„The Family Environment of Young Adolescents with Dyslexia.”, p.108
Yamada, J.: „Kanji are not Easier to
Learn: A Case Study of Developmental Dyslexia in Japanese.”, p. 120
Salter, R.: „Teaching Dyslexic
Children in Europe.”, p. 123
Thompson, M.: „Editorial Notes.”, p.
125
Honert, D.: „Enhanced Lateralization
as a Teaching Device.”, p. 126
Heaton, P.: „Dyslexia - Delay or
Disorder?”, p. 127
Hiscock, N.: „We Dyslexics Need to
Communicate.”, p. 128
Kirkby, R.: „Dyslexia and Car
Driving.”, p. 130
Everatt, J.: „Visual Processes in
Reading and Reading Disabilities.”, p. 132
Catts, H. W.: „Reading Development
and Dyslexia.”, p. 133
Henry, M. K.: „Dyslexia Matters.”,
p. 135
Ackerman, P. T. - Dykman, R. A.:
„The Speed Factor and Learning Disabilities: The Toll of Slowness in
Adolescents.”, p. 1
Everatt, J. - Brannan, P.: „The
Effects of a Spelling Task on the Subsequent Performance of Dyslexics.”, p. 22
Ellis, A. - McDougall, S. - Monk, A.
F.: „Are Dyslexics Different? I. A Comparison Between Dyslexics, Reading Age
Controls, Poor Readers and Precocious Readers.”, p. 31
Ellis, A. - McDougall, S. - Monk, A.
F.: „Are Dyslexics Different? II. Individual Differences Among Dyslexics,
Reading Age Controls, Poor Readers and Precocious Readers.”, p. 59
„Dyslexia and Music.”, p. 69
Cooke, A.: „Day-to-Day Dyslexia in
the Classroom.”, p. 71
Miles, T. R.: „Foreword.”, p. 145
Karnes, L. R.: „From Strephosymbolia
to Dyslexia in the United States.”, p. 147
Arkell, H.: „Dyslexia: The Early
Days in Denmark.”, p. 150
Somervell, R.: „St. Bartholomew´s in
the 1950s and 1960s.”, p. 151
Nicolson, R. - Siegel, L.: „Editors´
Foreword.“, p. 153
Stanovich, K. E.: „Toward a More
Inclusive Definition of Dyslexia.”, p. 154
Share, D. L.: „Word Recognition and
Spelling Processes in Specific Reading Disabled and Garden-Variety Poor
Readers.”, p. 167
Miles, T. R.: „Do Dyslexic Children
Have IQs?”, p. 175
Tunmer, W. E. - Chapman, J. W.: „A
Developmental Model of Dyslexia: Can the Construct be Saved?”, p. 179
Nicolson, R. I.: „Developmental
Dyslexia: Past, Present and Future.”, p. 190
Thompson, Michael, p. 208
Morgan, E.: „Mapping an
Understanding of Dyslexia.”, p. 209
Van den Boss, K. P.: „The Balance
Model of Dyslexia”, p. 212
„Editor´s Note”, p. 1
Ellis, A. - McDougall, S. - Monk, A.
F.: „Are Dyslexics Different? III. Of Course They Are!”, p. 2
Snowling, M. - Nation, K.:
„Development and Dyslexia: Further Comments on Ellis, McDougall, and Monk.”, p.
9
Ellis, A. - McDougall, S. - Monk, A.
F.: „Are Dyslexics Different? IV. In Defense of Uncertainty.”, p. 12
Sutherland, M. J. - Smith, C. D.:
„The Benefits and Difficulties of Using Portable Word Processors with Older
Dyslexics.”, p. 15
Crombie, M. A.: „The Effects of
Specific Learning Difficulties (Dyslexia) on the Learning of a Foreign Language
in School.”, p. 27
Matìjèek, Z.: „Early Readers in
Czech.”, p. 48
West, L.: „Sound Linkage: An
Integrated Program for Overcoming Reading Difficulties.”, p. 55
Lundberg, I.: „Dyslexia in Children.
Multidisciplinary Perspectives.”, p. 56
Weeks, S.: „This Book Doesn´t Make
Sense (Living and Learning with Dyslexia).”, p. 57
McPherson, W. B. - Ackerman, P. T. -
Dykman, R. A.: „Auditory and Visual Rhyme Judgment Reveal Differences and
Similarities Between Normal and Disabled Adolescent Readers.”, p. 63
Tonnessen, F. E.: „How Can We Best
Define ´Dyslexia´?”, p. 78
Plaza, M. - Guitton, C.: „Working
Memory Limitation, Phonological Deficit, Sequential Disorder and Syntactic
Impairment in a Child with a Severe Developmental Dyslexia.”, p. 93
Bogdanowicz, M.: „Six Years of the
Polish Dyslexia Association.”, p. 109
Stacey, G.: „A Dyslexic Mind
A-Thinking.”, p. 111
„Forthcoming Events.“, p. 120
Fawcett, A.: „Dyslexia: An
Introductory Guide.”, p. 121
Goulandris, N. - Muter, V.:
„Editors´ Foreword.”, p. 123
Seymour, P. H. K. - Duncan, L. G.:
„Small versus Large Unit Theories of Reading Acquisition.”, p. 125
Deavers, R. P. - Brown, G. D. A.:
„Analogy-based Strategies for Non-word Reading in Dyslexia: Effects of Task.”,
p. 135
Miles, E.: „Implications for Teachers
of Dyslexics of Some Recent Phonological Research.”, p. 157
Hagtvet, B. E.: „Phonological and
Linguistic-Cognitive Precursors of Reading Abilities.”, p. 163
Henry, M. K.: „The Decoding /
Spelling Curriculum: Integrated Decoding and Spelling Instruction from
Pre-school to Early Secondary School.”, p. 178
Perin, D.: „Workplace Literacy
Assessment.”, p. 190
Lamm, O.: „Two Cases Studies of Poor
Spelling in Hebrew: The Recognition and Recall of Words´ Root Letters.”, p. 201
Everatt, J. - Warner, J. - Miles, T.
R. - Thompson, M. E.: „The Incidence of Stroop Interference in Dyslexia.“, p.
222
Stainthorp, R.: „Learning to Spell:
Handwriting Does Not Always Beat the Computer.”, p. 229
MacKay, N.: „Study Skills for
Dyslexics - How to Help Individuals Without Always Giving Individual Help.”, p.
235
Cooke, A.: „Learning to Spell
Difficult Words: Why Look, Cover, Write and Check is Not Enough.”, p. 240
Thompson, M. E.: „Editorial.”, p.
244
Alm, J. - Andersson, J.: „A Study of
Literacy in Prison in Uppsala.”, p. 245
Morgan, W.: „Dyslexia and Crime.”,
p. 247
Miles, E.: „Dyslexia Over the
Lifespan: A Fifty-Five-Year Longitudinal Study.”, p. 249
Wilsher, C.: „A Teacher´s Window
Into the Child´s Mind.”, p. 250
Dyslexia, An International Journal of Research
and Practice
Volume
4, Number 1, March 1998
Sterling, C. - Farmer, M. - Riddick,
B. - Morgan, S. - Matthews, C.: „Adult Dyslexic Writing.”, p. 1
Samuelsson, S. - Gustafson, S. -
Ronnberg, J.: „Visual and Auditory Priming in Swedish Poor Readers: A Double
Dissociation.”, p. 16
Goulandris, N. - McIntyre, A. -
Snowling, M. - Bethel, J. M. - Lee, J. P.: „A Comparison of Dyslexic and Normal
Readers using Orthoptic Assessment Procedures.”, p. 30
Thompson, M. E.: „Introduction.”, p.
49
Hetherington, R.: „John Carlyle
Raven (1902-1970): An Assessment.“, p. 50
Stacey, G.: „Dyslexia and Stress.”,
p. 53
Pumfrey, P. D.: „Dimensions of
Dyslexia. Vol.1: Assessment, Teaching and the Curriculum. Dimensions of
Dyslexia. Vol.2: Literacy, Language and Learning.”, p. 55
Gray, G.: „The Reality of
Dyslexia.”, p. 56
Dummer-Smoch, L.: „Dyslexia in
Germany: An Educational Policy for Meeting Dyslexic Children´s Needs in the
German School System.”, p. 63
Bos, K. P.: „IQ, Phonological
Awareness, and Continuous-Naming Speed Related to Dutch Poor Decoding
Children's Performance on Two Word Identification Tests.”, p. 73
Siegel, L. S. - Himel, N.:
„Socioeconomic Status, Age, and the Classification of Dyslexia and Poor
Readers: The Dangers of Using IQ Scores in the Definition of Reading
Disability.”, p. 90
Matìjèek, Z.: „Dr. Heveroch: a Czech
Pioneer.”, p. 105
„From a Czech Professor.“, p. 107
Stein, J. - Richardson, A. - Fowler,
S.: „Re: A Comparison of Dyslexic and Normal Readers Using Orthoptic Assessment
Procedures.”, p. 109
Brooks, E.: „Faking It - A Look into
the Mind of a Creative Learner.”, p.111
Everatt, J.: „Handbook of Spelling:
Theory, Process and Intervention”, p. 112
Morgan, E.: „Helping Students with
Study Problems.”, p. 114
Jacobson, J.: „Dyslexia: Parents in
Need.”, p. 115
Thompson, E. A.: „Dyslexia at
College.”, p. 116
Frederickson, N. - Frith, U.:
„Identifying Dyslexia in Bilingual Children: A Phonological Approach with Inner
London Sylheti Speakers.”, p. 119
Lyster, S-A. H.: „Preventing Reading
Failure: A Follow-Up Study.”, p. 132
Matìjèek, Z.: „Reading in Czech.
Part I: Tests of Reading in a Phonetically Highly Consistent Spelling System.”,
p. 145
Matìjèek, Z.: „Reading in Czech.
Part II: Reading in Czech Children with Dyslexia.”, p. 155
Kahn-Horwitz, J. - Roffman, N. -
Teitelbaum, T. G.: „Facing the Challenges of Learning English as a Foreign
Language in Israel: In Response to Gantschow, Sparks and Schneider.”, p. 169
Ganschow, L. - Sparks, R. -
Schneider, E.: „Commentary on ´Facing the Challenges of Learning English as a
Foreign Language in Israel: In Response to Ganschow, Sparks and Schneider´.”,
p. 175
„Announcement - The Curt von Euler
Lecture Fund.“, p. 180
„Forthcoming Events.“, p. 180
·
Dean, E. C. - Howell, J. -
Alder, B.: „The Competencies Underlying Metaphonological Processing in
Pre-Literate Children.“, p. 181
·
Yamada, J.: „Script Makes a
Difference: The Induction of Deep Dyslexic Errors in Logograph Reading.“, p.
197
·
Brooks, P. L. - Weeks, S. A .
J.: „A Comparison of the Responses of Dyslexic, Slow Learning and Control
Children to Different Strategies for Teaching Spellings.“, p. 212
·
Wszeborowska-Lipinska, B. -
Everatt, J.: „Current Directions in Dyslexia Research.“, p. 223
·
Chinn, S. J.: „The
International Book of Dyslexia.“, p. 224
·
Wolf, M. - Segal, D.:
„Retrieval Rate, Accuracy and Vocabulary Elaboration (RAVE) in Reading-impaired
Children: A Pilot Intervention Program.“, p. 1
·
Everatt, J. - Steffert, B. -
Smythe, I.: „An Eye for the Unusual: Creative Thinking in Dyslexics.“, p. 28
·
Sideridis, G.: „On
Establishing Non-Significance.“, p. 47
·
Peer, L.: „Dyslexia and
Multilingualism.“, p. 53
·
Newby, M. J. N.: „The Gift of
Dyslexia.“, p. 56
·
Stein, J. - Talcott, J.:
„Impaired Neuronal Timing in Developmental Dyslexia - The Magnocellular
Hypothesis.“, p. 59
·
Jacobson, C.: „How Persistent
is Reading Disability? Individual Growth Curves in Reading.“, p. 78
·
Samuelsson, S. - Bylund, B. -
Cervin, T. - Finnström, O. - Gäddlin, P. - Leijon, I. - Mard, S. - Rönnberg, J.
- Sandstedt, P. - Wärngard, O.: „The Prevalence of Reading Disabilities among Very-Low-Birth-Weight
Children at 9 Years of Age-Dyslexics or Poor Readers?“, p. 94
·
Thomson, M.: „Introduction.“,
p. 113
·
Sanderson, A.: „Voice
Recognition Software. A Panacea for Dyslexic Learners or a Frustrating
Hindrance?“, p. 114
·
Litten, M.: „Introducing
Voice Recognition Software to Dyslexic Users in a Specialist School.“, p. 118
·
Sapsed, D. - Gilroy, D. -
Pritchard, R.: „Comments.“, p. 121 - 122
·
Miles, E.: „Why Children
Can´t Read - and What We Can Do about It.“, p. 123
·
Thomson, M. E.: „Subtypes of
Dyslexia: A Teaching Artefact?“, 127
·
Lamm, O. - Share, D. L. -
Shatil, E. - Epstein, R.: „Kindergarten Dichotic Listening as a Predictor of
First-grade Reading Achievement.“, p. 138
·
Nicolson, R. I. - Fawcett, A.
J.: „Developmental Dyslexia: The Role of the Cerebellum.“, p. 155
·
Maier, P.: „Children´s Speech
and Literacy Difficulties: a Psycholinguistic Framework.“, p. 178
·
Miles, T. R.: „Living with
Dyslexia.“, p. 179
·
Galaburda, A. M.:
„Developmental Dyslexia: A Multilevel Syndrome.“, p. 183
·
Frith, U.: „Paradoxes in the
Definition of Dyslexia.“, p. 192
·
Greaney, J. - Reason, R.:
„Phonological Processing in Braille.“, p. 215
·
Riddick, B. - Sterling, C. -
Farmer, M. - Morgan, S.: „Self-Esteem and Anxiety in the Educational Histories
of Adult Dyslexic Students.“, p. 227
Cline, T. - Ganschow, L. - Reason,
R.: „Editorial.“, p. 1
Cline, T.: „Multilingualism and
Dyslexia: Challenges for Research and Practice.“, p. 3
Geva, E.: „Issues in the Assessment
of Reading Disabilities in L2 Children - Beliefs and Research Evidence.“, p. 13
Deponio, P. - Landon, J. - Mullin,
K. - Reid, G.: „An Audit of the Processes Involved in Identifying and Assessing
Bilingual Lerners Suspected of Being Dyslexic: A Scottish Study.“, p. 29
Everatt, J. - Smythe, I. - Adams, E.
- Ocampo, D.: „Dyslexia Screening Measures and Bilingualism.“, p. 42
Fawcett, A. J. - Lynch, L.:
„Systematic Identification and Intervention for Reading Difficulty: Case Studies
of Children with EAL.“, p. 57
Schneider, E. - Ganschow, L.:
„Dynamic Assessment and Instructional Strategies for Learners Who Struggle to
Learn a Foreign Language.“, p. 72
„Call for Papers (British Dyslexia
Association International Conference: 18-21 April 2001, University of York).“,
p. 83
„Forthcoming Events.“, p. 84
·
Iles, J. - Walsh, V. - Richardson, A.: „Visual
Search Performance in Dyslexia.“, p. 163
·
Simmons, F. - Singleton, C.:
„The Reading Comprehension Abilities of Dyslexic Students in Higher
Education.“, p. 178
·
Miles, E.: „Dyslexia May Show
a Different Face in Different Languages.“, p. 193
·
Thomson, M. E.:
„Introduction.“, p. 202
·
Nicolson, R.: „Dyslexia and
Dyspraxia: Commentary.“, p. 203
·
Flory, S.: „Identifying,
Assessing and Helping Dyspraxic Children.“, p. 205
·
Payton, P. - Winfield, M.:
„Intervention for Pupils with Dyspraxic Difficulties.“, p. 208
·
McCormick, M.: „Dyslexia and
Developmental Verbal Dyspraxia.“, p. 212
·
Malmer, G.: „Mathematics and
Dyslexia - An Overlook Connection.“, p. 223
·
Martin, F. - Pratt, C. -
Fraser, J.: „The Use of Orthographic and Phonological Strategies for the
Decoding of Words in Children with Developmental Dyslexia and Average
Readers.“, p. 231
·
Durkin, C.: „Dyslexia and
Bilingual Children - Does Recent Research Assist Identification?“, p. 248
·
Ramaa, S.: „Two Decades of
Research on Learning Disabilities in India.“, p. 268
·
„Introduction.“, p. 284
·
Sanderson, A.: „Reflections
on StudyScan.“, p. 285
Miles, T. R.: „Editorial:
Reflections on Policy.“, p. 1
Karádi, K. - Kovács, B. - Szepesi,
T. - Szabó, I. - Kállai, J.: „Egocentric Mental Rotation in Hungarian Dyslexic
Children.“, p. 3
Stein, J.: „The Magnocellular Theory
of Developmental Dyslexia.“, p. 12
Snowling, M. J.: „From Language to
Reading and Dyslexia.“, p. 37
Cooke, P.: „Critical Response to
´Dyslexia, Literacy and Psychological Assessment´. A View from the Chalk
Face.“, p. 47
Teare, P.: „Thoughts on the Current
State of Computerized Screening / Assessment.“, p. 53
·
Miles, T.: „Editorial: A
Chain of Editorial Reflections.“, p. 57
·
Svensson, I. - Lundberg, I. -
Jacobson, Ch.: „The Prevalence of Reading and Spelling Difficulties among
Inmates of Institutions for Compulsory Care of Juvenile Delinquents.“, p. 62
·
Kirk, J. - Reid, G.: „An
Examination of the Relationship between Dyslexia and Offending in Young People
and the Implications for the Training System.“, p. 77
·
„Interview between Lindsay
Peer (Education Director, British Dyslexia Association) and Bob Turney
(Probation Officer, Berkshire Probation Service).“, p. 85
·
Cox, J.: „From Inside
Prison.“, p. 97
·
van Daal, V. H. P.:
„Editorial: Dyslexia: At the Dawn of the New Century.“, p. 103
·
van der Leij, A. - de Jong,
P. F. - Rijswijk-Prins, H.: „Characteristics of Dyslexia in a Dutch Family”
·
Compton, D. L. - DeFries, J.
C. - Olson, R. K.: „Are RAN- and Phonological Awareness Deficits Additive in
Children with Reading Disabilities?“, p. 125
·
McArthur, G. M. - Bishop, D.
V. M.: „Auditory Perceptual Processing in People with Reading and Oral Language
Impairments: Current Issues and Recommendations.“, p. 150
·
Thomson, M.: „Introduction.“,
p. 171
·
Pollock, J.: „IQ Tests.“, p.
172
·
Reason, R.: „Critical
Response to ´Dyslexia, Literacy and Psychology Assessment´.“, p. 174
·
Patterson, F.: „Letter.“, p.
175
·
Brooks, P.: „Mathematics for
Dyslexics: A Teaching Handbook.“, p. 178
·
Simpson, J. T.: „Learning
Styles: A Guide for Teachers and Parents.“, p. 179
·
van Daal, V. H. P.:
„Editorial: Dyslexia: At the Dawn of the New Century (Part 2).“, p. 181
·
Landerl, K.: „Word
Recognition Deficits in German: More Evidence from a Representative Sample.“, p. 183
·
Ramus, F.: „Outstanding
Questions about Phonological Processing in Dyslexia.“, p. 197
·
Spencer, K.: „Differential
Effects of Orthographic Transparency on Dyslexia: Word reading difficulty for
common English words.“, p. 217
·
Markéta Caravolas and Jan
Volín: „Phonological Spelling Errors among Dyslexic Children Learning a
Transparent Orthography: The Case of Czech.“, p. 229
·
Allane, L.: „Letter to the
Editors.“, p. 247
·
Lundberg, I.: „The Child´s
Route Into Reading and What Can Go Wrong.“, p. 1
·
Griffiths, S. - Frith, U.:
„Evidence for an Articulatory Awareness Deficit in Adult Dyslexics.“, p. 14
·
Gomez, C. - Reason, R.:
„Cross-Linguistic Transfer of Phonological Skills: A Malaysian Perspective.“,
p. 22
·
Wolff, U. - Lundberg, I.:
„The Prevalence of Dyslexia Among Art Students.“, p. 34
·
Kelly, S. W. - Griffiths, S.
- Frith, U.: „Evidence for Implicit Sequence Learning in Dyslexia.“, p. 43
·
Nicolson, R. I.: „The
Dyslexia Ecosystem.“, p. 55
·
Ramaa, S. - Gowramma, I. P.:
„A Systematic Procedure for Identifying and Classifying Children with
Dyscalculia among Primary School Children in India.“, p. 67
·
Mavrommati, T. D. - Miles, T.
R.: „A Pictographic Method for Teaching Spelling to Greek Dyslexic Children.“,
p. 86
·
Cooke, A.: „Case Study: A
Virtual Non-reader Achieves a Degree.“, p. 102
·
Wilsher, C. R.: „A Miracle
Cure? ´Tonight with Trevor McDonald´, ITV, 21/01/02.“, p. 116
·
Thomson, M.: „Editorial:
Involving Parents in Baseline Assessment: Employing Developmental
Psychopathology in the Early Identification Process.“, p. 118
·
Reddington, J. M. - Wheeldon,
A.: „Involving Parents in Baseline Assessment: Employing Developmental
Psychopathology in the Early Identification Process.”, p. 119
·
Miles, T. R.: „Margaret Byrd
Rawson: A Tribute.“, p. 123
·
Rüsseler, J. - Kowalczuk, J.
- Johannes, S. - Wieringa, B. M. -
Münte, T. F.: „Cognitive Brain Potentials to Novel Acoustic Stimuli in Adult
Dyslexic Readers.“, p. 125
·
Olson, R. K.: „Dyslexia:
Nature and Nurture.“, p. 143
·
Zabell, C. - Everatt, J.:
„Surface and Phonological Subtypes of Adult Developmental Dyslexia.“, p. 160
·
Stein, J. F.: „The Dyslexia
Ecosystem: Commentary 1.“, p. 178
·
Miles, T. R.: „The Dyslexia
Ecosystem: Commentary 2.“, p. 179
·
Fawcett, A. J.: „The Dyslexia
Ecosystem: Commentary 3.“, p. 181
·
Schneider, E.: „Response to
Letters to the Editor by Felicity Patterson, Dyslexia 7: 174-177.“, p. 183
·
Miles, T. R.: „Editorial.“,
p. 187
·
Fawcett, A. J. - Nicolson, R.
I.: „Children with Dyslexia are Slow to Articulate a Single Speech Gesture.“,
p. 189
·
Talcott, J. B. - Witton, C. -
Hebb, G. S. - Stoodley, C. J. - Westwood, E. A. - France, S. J. - Hansen, P. C.
- Stein, J. F.: „On the Relationship between Dynamic Visual and Auditory
Processing and Literacy Skills; Results from a Large Primary-school Study.“, p.
204
·
Richards, I. L. - Witton, C.
- Moores, E. - Reddy, P. A. - Rippon, G. - Talcott, J. B.: „Comments on ´The
Dyslexia Ecosystem´: A Reply to Nicolson.“, p. 226
·
O´Hare, A. - Khalid, S.: „The
Association of Abnormal Cerebellar Function in Children with Developmental
Coordination Disorder and Reading Difficulties.“, p. 234
·
Fawcett, A. J.: „Editorial.“,
p. 1
·
Thomson, M.: „Monitoring
Dyslexics´ Intelligence and Attainments: A Follow-up Study.“, p. 3
·
Overy, K. - Nicolson, R. I. -
Fawcett, A. J. - Clarke, E. F.: „Dyslexia and Music: Measuring Musical Timing
Skills.“, p. 18
·
Hautus, M. J. - Setchell, G.
J. - Waldie, K. E. - Kirk, I. J.: „Age Related Improvements in Auditory
Temporal Resolution in Reading-Impaired Children.“, p. 37
·
Fawcett, A. J.: „Editor´s
Note.“, p. 46
·
Reynolds, D. - Nicolson, R.
I. - Hambly, H.: „Evaluation of an Exercise-based Treatment for Children with
Reading Difficulties.“, p. 48
·
Vogel, S. A.: „Introduction
to the Special Issues on International Perspectives on Dyslexia and the
International Adult Literacy Survey.“, p. 73
·
Chapman, J. W. - Tunmer, W.
E. - Allen, R.: „Findings from the International Adult Literacy Survey on the
Incidence and Correlates of Learning Disabilities in New Zealand: Is Something
Rotten in the State of New Zealand?“, p. 75
·
Fawcett, A. J.: „The
International Adult Literacy Survey in Britain: Impact on Policy and
Practice.“, p. 99
·
Fawcett, A. J.: „Editor´s
Note.“, p. 122
·
Miles, T. R.: „Commentary.“,
p. 122
·
Peer, L.: „Commentary.“, p.
123
·
Stein, J.: „Evaluation of an
Exercise Based Treatment for Children with Reading Difficulties.“, p. 124
·
Snowling, M. J. - Hulme, Ch.:
„´Lies, Damned Lies and (Inappropriate) Statistics?´- A Critique of Claims from
Reynolds, Nicolson & Hambly (2003) that DDAT is an Effective Treatment for
Children with Reading Difficulties.“, p. 127
·
Nicolson, R. I. - Reynolds,
D.: „Sound Findings and Appropriate Statistics: Response to Snowling and
Hulme.“, p. 134
·
Rack, J.: „The Who, What, Why
and How of Intervention Programs: Comments on the DDAT Evaluation.“, p. 137
·
Hatcher, P. J.: „Reading
Intervention: A ´Conventional´ and Successful Approach to Helping Dyslexic
Children Acquire Literacy.“, p. 140
·
Richards, I. L. - Moores, E.
- Witton, C. - Reddy, P. A. - Rippon, G. - Rochelle, K. S. H. - Talcott, J. B:
„Science, Sophistry and ´Commercial Sensitivity´: Comments on ´Evaluation of an
Exercise Based Treatment for Children with Reading Difficulties´, by Reynolds,
Nicolson and Hambly.“, p. 146
·
Singleton, Ch. - Stuart, M.:
„Measurement Mischief: A Critique of Reynolds, Nicolson and Hambly (2003).“, p.
151
·
McPhillips, M.: „A Commentary
on an Article Published in the February 2003 Edition of ´Dyslexia´, ´Evaluation
of an Exercise-based Treatment for Children with Reading Difficulties´
(Reynolds, Nicolson & Hambly).“, p. 161
·
Whiteley, H. E. - Pope, D.:
„Reynolds, D., Nicolson, R. I. and Hambly, H. (2003). Evaluation of an
Exercise-based Treatment for Children with Reading Difficulties.“, p. 164
·
Nicolson, R. I. - Reynolds,
D.: „Science, Sense and Synergy: Response to Commentators.“, p. 167
·
Taylor, K. E. - Walter, J.: „Occupation
Choices of Adults with and without Symptoms of Dyslexia.“, p. 177
·
Moores, E.: „Phonology as
Cause, Symptom and Treatment? Early Reading Development and Dyslexia.“, p. 186
·
Pollak, D.: „The Dyslexic
Adult in a Non-dyslexic World.“, p. 188
·
Vogel, S. A. - Holt, J. K.:
„A Comparative Study of Adults with and without Self-
-Reported Learning Disabilities in Six English-Speaking Populations: What Have
We Learned?”, p. 193
·
Magajna, L. - Kavkler, M. -
Ortar-Križaj, M.: „Adults with Self-Reported Learning disabilities in Slovenia:
Finding from the International Adult Literacy Survey on the Incidence and
Correlates of Learning Disabilities in Slovenia.”, p. 229
·
Ruijssenaars, A. J. J. M. -
Ghesquiére, P.: „Adults with Learning Disabilities: Differences between The
Netherlands and Flanders.“, p. 252
·
Dwairy, M.: „Dynamic Approach
to Learning Disability Assessment: DLD test.”, p. 1
·
Buchholz, J. - McKone, E.:
„Adults with Dyslexia Show Deficits on Spatial Frequency Doubling and Visual
Attention Tasks.“, p. 24
·
Miller Guron, L. - Lundberg,
I.: „Error Patterns in Word Reading Among Primary School Children: A
Cross-orthographic Study.“, p. 44
·
Pothos, E. M. - Kirk, J.:
„Investigating Learning Deficits Associated with Dyslexia.“, p. 61
·
Pammer,
K. - Lavis, R. - Cornelissen, P.: „Visual Encoding Mechanisms and their
Relationship to Text Presentation Preference.“, p. 77
·
Yamada, J.: „Implications of
Articulatory Awareness in Learning Literacy in English as a Second Language.“,
p. 95
·
Fischer, B. - Hartnegg, K.:
„On the Development of Low-Level Auditory Discrimination and Deficits in
Dyslexia.“, p. 105
·
Schäffler, T. - Sonntag, J. -
Hartnegg, K. - Fischer, B.: „The Effect of Practice on Low-
-Level Auditory Discrimination, Phonological Skills, and Spelling in
Dyslexia.”, p. 119
·
Magnan,
A. - Ecalle, J. - Veuillet, E. - Collet, L.: „The Effects of an Audio-Visual
Training Program in Dyslexic Children.“, p. 131
·
McArthur, G.: „Disorders of
Language Development: The Good, the (Not So) Bad, and the Ugly.“ (book review),
p. 141
·
Talcott,
J. B.: „Dyslexia in Context.“, p. 145
·
Lyytinen, H. - Ahonen, T. -
Eklund, K. ad.: „Early Development of Children at Familial Risk for Dyslexia -
Follow-up from Birth to School Age.“, p. 146
·
Hutchinson, J. M. - Whiteley,
H. E. - Smith, Ch. D. - Connors, L.: „The Early Identification of Dyslexia:
Children with English as an Additional Language.“, p. 179
·
Jeffries, S. - Everatt, J.:
„Working Memory: Its Role in Dyslexia and Other Specific Learning
Difficulties.“, p. 196
·
Richardson, U. - Thomson, J.
M. - Scott, S. K. - Goswami, U.: „Auditory Processing Skills and Phonological
Representation in Dyslexic Children.“, p. 215
·
Hood, M. - Conlon, E.:
„Visual and Auditory Temporal Processing and Early Reading Development.“, p.
234
·
Coffield, M. - O´Neill, J.:
„The Durham Experience: Promoting Dyslexia and Dyspraxia Friendly Schools.“, p.
253
·
van Alphen, P. - de Bree, E.
- Gerrits, E.: „Early Language Development in Children with a Genetic Risk of
Dyslexia.“, p. 265
·
Moores, E.: „Deficits in
Dyslexia: Barking up the Wrong Tree?“, p. 289
·
Tiffin-Richards, M. C. -
Hasselhorn, M. - Richards, M. L.: „Time Reproduction in Finger Tapping Tasks by
Children with Attention-deficit Hyperactivity Disorder and/or Dyslexia.“, p.
299
·
McPhillips, M. - Sheehy, N.:
„Prevalence of Persistent Primary Reflexes and Motor Problems in Children with
Reading Difficulties.“, p. 316
·
Valdois, S. - Bosse, M.-L. -
Tainturier, M.-J.: „The Cognitive Deficits Responsible for Developmental
Dyslexia: Review of Evidence for a Selective Visual Attentional Disorder.“, p.
339
·
Ghelani, K. - Sidhu, R. -
Jain, U. - Tannock, R.: „Reading Comprehension and Reading Related Abilities in
Adolescents with Reading Disabilities and Attention-Deficit /
/ Hyperactivity Disorder.“, p. 364
·
Abu-Rabia, S. - Maroun, L.:
„The Effect of Consanguineous Marriage on Reading Disability in the Arab
Community.“, p. 1
·
Tijms, J. - Hoeks, J.: „A
Computerized Treatment of Dyslexia: Benefits from Treating Lexico-phonological
Processing Problems.“, p. 22
·
Helland, T. - Kaasa, R.:
„Dyslexia in English as a Second Language.“, p. 41
·
Liddle, E. - Jackson, G. -
Jackson, S.: „An Evaluation of a Visual Biofeedback Intervention in Dyslexic
Adults.“, p. 61
·
Fawcett, A. J.: „Reviewers of
Books Required.“ (announcement), p. 78
·
Frost, J. - Madsbjerg, S. -
Niedersoe, J. ad.: „Semantic and Phonological Skills in Predicting Reading
Development: From 3-16 Years of Age.“, p. 79
·
Meyler, A. - Breznitz, Z.:
„Visual, Auditory and Cross-Modal Processing of Linguistic and Nonlinguistic
Temporal Patterns among Adult Dyslexic Readers.“, p. 93
·
Reiter, A. - Tucha, O.-
Lange, K. W.: „Executive Functions in Children with Dyslexia.“, p. 116
·
Miller-Shaul, S.: „The
Characteristics of Young and Adult Dyslexics Readers on Reading and Reading
Related Cognitive Tasks as Compared to Normal Readers.“, p. 132
·
Moores, E.: „The Whats, Whys
and Hows of Supporting Dyslexic Students.“ (book review), p. 152
~ Ballot Issue
Perspectives, the orton
dyslexia society
·
Saunders, R.: „An Historical
Perspective.“, p. 2
·
„Name Change for RFB.“, p. 3
·
Tessler, L.: „Self-Esteem and
the Child with Dyslexia.“, p. 4
·
„Houston Conference“, p. 5,
p. 11
·
„Rawson Book Order Form.“, p.
8
·
„Did You Know?“, p. 9
·
„1995 Remy Johnston
Certificates of Merit.“, p. 12-13
·
Cicci, R.: „Book Reviews.“,
p. 14-15
·
Baumann, L.: „Government
& Legislation.“, p. 15
·
„ODS Member Survey.“, p.
19-22
·
„Ballot for Annual
Elections.“, p. 24-28
·
Brickley, S.:„What´s ´In
Development´.“, p. 29
·
Dubravka, L.: „When a Degree
in Caring is Not Enough: Multisensory Teaching in a Volunteer Adult Literacy
Program.“, p. 30-31
·
„National Summit on Teacher
Preparation Set for May 30 and 31, 1996.“, p. 1-3
·
„Welcome! New ODS Executive
Director.“, p. 3
·
Vail, P. L.: „The Work Of
Katrina de Hirsch.“, p. 4-6
·
„Did You Know?“, p. 8
·
Pfeiffer, J.: „Dyslexia.“, p.
9
·
„A Word From The Wise.“, p.
14-15
·
„Boston Conference.“, p. 16
·
Cox, A. R.:„An Historical
Perspective; A Tribute to Sally B. Childs.“, p. 17-18
·
„Your Questions Answered.“,
p. 22-23
·
Brickley, S.: „What´s ´In
Development´.“, p. 25-26
·
„Update on I.D.E.A.
Legislation.“, p. 26
·
Henry, M. K.: „Inside
Perspective: ´Initial Teacher Preparation & Certification´.“, p. 2-3
·
Brady, S. - Scarborough, H. -
Shankweiler, D.: „A Perspective on Two Research Reports.“, p. 5-8
·
Miller, S. - Tallal, P.:
„Acoustically Modified Speech Training Studies: Implications for Dyslexia?“, p.
8-9
·
„Did You Know?“, p. 10-11
·
„Boston Conference
·
„1996 Annual
Elections/Ballot.“, p. 16-20
·
„1996 Remy Johnston
Certificates of Merit.“, p. 21
·
Cicci, R.: „Book Reviews /
Biographical Tales.“, p. 24-27
·
„Your Questions Answered.“,
p. 29
·
Brickley, S.: „What´s ´In
Development´.“, p. 31
·
„Fall Issue Focus:
´Transition: School to Work´.“
·
„ODS Joins in Lawsuit Against
Boston University.“, p. 1-2
·
„Boston Conference
·
Hishinuma, E. S. - Fremstad,
J. S: „ACT&SAT Modifications.“, p. 7-9
·
Cicci, R.: „In Memoriam:
Remembering a Giant: Sam Kirk.“, p. 9
·
Vail, P. L.: „A Lesson for
the Teacher.“, p. 12, p. 15
·
Ryan, A. G.: „Transition:
Preparing for Postsecondary Education&Employment.“, p. 13- -15
·
Brickley, S.: „The New and
Improved ODS Web Site.“, p. 18
·
„Honor Roll.“, p. 19-22
·
Brown, D. S.: „Job
Accommodations for People with Dyslexia.“, p. 24-26
·
Cicci, R.: „Book Reviews.“,
p. 29-32
·
Brickley, S.: „What´s ´In
Development´.“, p. 33
·
„1996 Remy Johnston
Certificates of Merit.“, p. 34
Perspectives, the orton dyslexia society
Volume
23, Number 1, Winter 1997
Cook Moats, L.: „A Revolution in Education
Policy.“, p. 1, p. 4-5
„Your Questions Answered.“, p. 6
„Guide to CA Reading Initiative.“,
p. 8-14
„Boston Conference Audiotape Order
Form.“, p. 15-16
Cicci, R.: „Book Reviews.“, p. 20-22
„Boston Conference Recap.“, p. 22
„ODS Grant Award Program.“, p. 23
„1997 Minneapolis Conference.“, p.
24-25
Brickley, S: „What´s ´In
Development´.“, p. 26-27
Cook Moats, L.: „One Woman´s
Initiative.“, p. 28
„Minutes/Annual Business Meeting.“,
p. 29-30
Peer, L.: „From a Parent´s
Perspective.“, p. 31-33
·
„Teaching Johnny to Read.“,
p. 1-2
·
Brady, S. - Cook, L.: „
·
Birsh, J. R.: „Reform in
Teacher Training at Teachers College.“, p. 4-5
·
Sawyer, D. J. - Knight, D.
F.: „Tennessee Meets the Challenge of Dyslexia.“, p. 8-10
·
„Did You Know?“, p. 11
·
Farrell, M. L. - Dickman, G.
C.: „Fairleigh Dickinson University Dyslexia Specialist Certificate Program.“,
p. 12-13
·
Brickley, S.: „What´s ´In
Development´.“, p. 15
·
Richardson, S. O.: „National
Joint Committee on Learning Disabilities“, p. 16, p. 18
·
Carvell, N.: „Southern
Methodist University Learning Therapist Program.“, p. 17-18
·
„1997 Minneapolis Youth
Conference.“, p. 19
·
„1997 Minneapolis
Conference.“, p. 20-21
·
Dillon, S.: „Multisensory
Structured Language Training in New Mexico.“, p. 24-25
·
Cicci, R.: „Book Reviews“, p.
27-28
·
Hennessy, N.:
„Perseverance.“, p. 31-32
Perspectives, the international dyslexia association
·
Sherman, G. F.: „The
President´s Letter.“, p. 2
·
Hall, S.: „Helping Children
with Learning Disabilities Develop Social Skills: Parents Coach Their
Children.”, p. 4-5
·
„In Memoriam - Marion
Welchman.“, p. 6
·
„1997 Minneapolis
Conference.“, p. 7
·
Haines, C.: „Managing Your
Child´s Education: Creative and Smart Ideas.“, p. 8-10
·
„Did You Know?“, p. 11
·
„1997 Remy Johnston
Certificates of Merit.“, p. 12-13
·
Brickley, S.: „What´s ´In
Development´.“, p. 15
·
Phelan, T. W.: „Who´s in
Charge at Your House?“, p. 16-17
·
„Ballot for National Board
and Nominating Committee.“, p. 20-24
·
Cicci, R.: „Book Reviews.“,
p. 26-27
·
„MN Fund Raising Breakfast.“,
p. 29
·
„Resources.“, p. 30-31
·
„Learning Disabilities:
Pre-Service Preparation of General and Special Education Teachers. NJCLD
Position Paper.“, p. 32-34
·
Adams, M. J.: „Theme Editor´s
Summary. About the NICHD Program of Research on Reading Development and
Disorders.“, p. 1
·
Foorman, B. R.: „NICHD Early
Interventions Project.“, p. 4-5
·
„Did You Know?“, p. 6
·
„Minneapolis Conference
·
Robinson-Wells, M. H.: „From
An Historical Perspective - Fond Memories of Dr. Samuel T. Orton and His
Family.“, p. 8-9
·
Berninger, V. - Raskind, W. -
McCutchen, D. - Richards, T. - Cunningham, A. - Nolen, S. - Wijsman, E. -
Dager, S. - Corina, D. - Abbott, R.: „Educational and Biological Links to
Learning Disabilities.“, p. 10-13
·
„1997 Remy Johnston
Certificates of Merit.“, p. 15-16
·
Olson, R. K.: „Colorado
Learning Disabilities Research Center.“, p. 17-20
·
„Honor Roll 1997.“, p. 21-25
·
Torgesen, J. K.: „Research on
the Prevention and Remediation of Phonologically Based Reading Disabilities.“,
p. 27-28
·
„Operationalizing the NJCLD
Definition of Learning Disabilities for Ongoing Assessment in Schools.“, p.
29-33
·
Scanlon, D. M. - Vellutino,
F. R.: „Instructional Influences on Early Reading Success.“, p. 35-37
·
Raskind, M. H. - Higgins, E.
L.: „Theme Editor´s Summary: Technology and Learning Disabilities. What Do We
Know and Where Should We Go?“, p. 1
·
Wise, B. W.: „Computers &
Research in Reading Disabilities.“, p. 4-6
·
„San Francisco Conference.“,
p. 7, p. 15
·
„Did You Know?“, p. 8
·
Elkind, J.: „Computer Reading
Machines for Poor Readers.“, p. 9-14
·
„For Your
·
MacArthur, Ch.: „Assistive
Technology for Writing.“, p. 16-18
·
„Countdown to 50.“, p. 19
·
Raskind, M. H.: „Assistive
Technology for Individuals with Learning Disabilities.“, p. 20-26
·
West, T. G.: „Words to
Images. Technological Change Redefines Educational Goals.“, p. 27-31
·
„Coordinated Campaign for
Learning Disabilities Begins!.“, p. 32
·
Higgins, E. L.: „Book
Review.“, p. 33-34
·
Raskind, M. - Shaw, T.:
„Product Resource List.“, p. 35-38
·
Mooney, J. F.: „Theme
Editor´s Summary: The Remediation/Accommodation Continuum.“, p. 1, p. 4
·
„San Francisco Conference.“,
p. 5
·
Deshler, D. D. - Berry, G.
C.: „The Critical Issue is How not Where.“, p. 6-8
·
„Countdown to 50.“, p. 9
·
Meltzer, L. - Roditi, B. -
Stein, J.: „Strategy Instruction: The Heartbeat of Successful Inclusion.“, p.
11-13
·
„Did You Know?“, p. 14
·
„San Francisco Conference
Commemorative Booklet Advertising Opportunity.“, p. 15
·
Lenz, B. K. - Scanlon, D.:
„Smarter Teaching: Developing Accommodations to Reduce Cognitive Barriers to
Learning for Individuals with Learning Disabilities.“, p. 16-19
·
„1998 Remy Johnston
Certificates of Merit.“, p. 20-21
·
Hennessy, N. - Rosenberg, D.
- Tramaglini, S.: „A High School Model for Students with Dyslexia: Remediation
to Accommodation.“, p. 22-25
·
Kelly, J.: „Recording for the
Blind & Dyslexic: Learning Through Listening for Half a Century.“, p. 28-30
·
Tessler, L. G.:
„Accommodations Make Success Possible: A Personal Account.“, p. 32-33
·
Cicci, R.: „Book Reviews.“,
p. 34-38
Nissenbaum, C. - Dillon, S.: „Theme
Editors´ Introduction: Academic Therapy in Dyslexia.“, p. 1
Nissenbaum, C. - Dillon, S.:
„Academic Therapy Defined.“, p. 4
Adams, M. J.: „Commentary.“, p. 5
„Professional Preparation of the
Academic Therapist.“, p. 6-7
„Certification of Academic
Therapists.“, p. 8
„Emeritus Series Order Form.“, p. 9
„Accreditation of Academic Therapy
Training Programs.“, p. 10
„Supervision of Academic
Therapists.“, p. 11
„Multisensory Structured Language
Education (MSLE).“, p. 12-13
„Mathematics&Dyslexia.“, p.
14-15
„Learning Strategies&Study
Skills.“, p. 16
„Academic Therapy of Adults.“, p.
18-19
„IDA Slate of Candidates.“, p. 19
„Interdisciplinary Management of
Dyslexia.“, p. 20-21
„Intervention Research in
Dyslexia.“, p. 22-23
„Honor Roll 1998.“, p. 24-29
„Resources for Teacher Training in
MSLE.“, p. 30
„Did You Know?“, p. 32-33
„San Francisco Conference.“, p. 51
·
Moats, L. C.: „Theme Editor´s
Summary - Early Interventions for Reading and Writing Disabilities.“, p. 1, p.
10
·
Goldsworthy, C.: „Children´s
Literature: A Source for Phonological Awareness Activities.“, p. 4-6
·
Blachman, B. A. - Tangel, D.
M. - Ball, E. W. - Black, R.: „Combining Phonological Awareness and Word
Recognition Instruction.“, p. 7-10
·
Fischer, P.: „Getting Up to
Speed.“, p. 12-13
·
„50th Anniversary
Conference/Chicago.“, p. 14
·
„Chicago Conference
Commemorative Booklet Advertising Opportunity.“, p. 15
·
Cohen, E. A. - Sevcik, R. A.
- Wolf, M.: „The RAVE-O Curriculum.“, p. 17-19
·
Berninger, V.: „The ´Write
Stuff´ for Preventing and Treating Writing Disabilities.“, p. 20-22
·
„Legislative Update. A View
from the Hill.“, p. 28-29
·
„Learning Disabilities: Use
of Paraprofessionals. NJC Learning Disabilities Position Paper.“, p. 31-35
·
Green, J. F.: „Theme Editor´s
Summary: Reading at the Secondary Level.“, p. 1, 4
·
Green, J. F.: „Another
Chance: Help for Older Students with Limited Literacy.“, p. 5-10
·
„Chicago Conference
Commemorative Booklet Advertising Opportunity.“, p. 11
·
Knight, J. R.: „Raising
Reading Skill Restores Emotional Balance.“, p. 12-13
·
„Call for Papers - 2000
Conference.“, p. 14
·
„50th Anniversary Conference
- Chicago.“, p. 15, 29
·
Balick, J.: „California´s
Literacy Crisis.“, p. 16-17
·
Long, T. P.: „Remediating
Language Deficiencies at the Middle and High School Levels: A Catholic School
Perspective.“, p. 21
·
Wilson, B. A.: „Older
Students: Making Reading Happen.“, p. 23-25
·
Kingsley, R. P.: „Legislative
Update: A View from the Hill.“, p. 26-28
·
Cicci, R.: „Book Reviews.“,
p. 30-32
·
„IDA History Book.“, p. 33
·
Brady, S.: „Theme Editor´s
Summary: Professional Development for Teacher: Raising the Bar.“, p. 1, 8
·
Sherman, G. F.: „President´s
Final Letter.“, p. 2-3
·
North, M. E.: „What
Constitutes Adequate Preparation for Teachers of Reading?“, p. 4-7
·
„Call for Papers - 2000
Conference.“, p. 9
·
Chard, D. J.: „Reading
Certification for Special Education Teachers: Making the Difference.“, p. 10-13
·
„50th Anniversary Conference
- Chicago.“, p. 14
·
„IDA History Book.“, p. 15
·
Reback, M.: „The Role of
Teacher Unions in Improving the Quality of Reading Instruction: Preservice,
Professional Development and Recertification.“, p. 16-19
·
Hall, S. L.: „Fostering
Improved Teacher Preparation in Reading: Searching for New Models of Change.“,
p. 22-24
·
„Did You Know?“, p. 26
·
Cicci, R.: „Book Reviews.“,
p. 30-31
·
Kingsley, R. P.: „A
Legislative Update: A View from the Hill.“, p. 32-33
·
Sherman, G. F.: „Theme
Editor´s Summary: Dyslexia and Talent… A Connection?“, p. 1, 4
·
„Washington, D. C.
Conference.“, p. 5
·
Vail, P. L.: „The Double
Mask: Concealment, Power and the Courage to Stand Revealed.“, p. 6-8
·
„Dyslexia: Samuel T. Orton
and His Legacy.“, p. 9
·
West, T. G.: „On Ground that
They Understand - Awakening Strengths that Non-dyslexics Don´t Know Exist.“, p.
10-14
·
Winkler, D. A.: „Turning Differences
into Advantages.“, p. 20-22
·
Winner, E. - von Károlyi, C.
- Malinsky, D.: „Dyslexia and Visual-Spatial Talents: No Clear Link.“, p. 26-30
·
Yoshimoto, R.: „Celebrating
Strengths and Talents of Dyslexic Children: An Educational Model.“, p. 34-36
·
Cicci, R.: „Book Reviews.“,
p. 38-39
·
Kingsley, R. P.: „A
Legislative Update: A View from the Hill.“, p. 40-42
·
Adams, M. J. - Rath, L. K.:
„Theme Editor´s Summary: Jeanne Sternlicht Chall: The Difference One Life Can
Make.“, p. 1, 4
·
Kearns, G.: „A Memorial
Tribute.“, p. 5-8
·
Stahl, S. A.: „Jeanne S.
Chall, My Mentor.“, p. 9
·
„Washington, D. C.
Conference.“, p. 10
·
„Jeanne Chall, Colleague and
Person Articles.“, p. 11-19
·
Neill, N. R.: „Tribute to Dr.
Chall, A Teacher.“, p. 20
·
France-Litchfield, R. A. -
Harris-Sharples, S.: „J. Chall - Teacher and Mentor.“, p. 24
·
West, T. G.: „Letter to the
Editor: Math For Dummies.“, p. 25
·
Biemiller, A.: „Vocabulary:
The Missing Link Between Phonics and Comprehension.“, p. 26-30
·
Kingsley, R. P.: „A
Legislative Update: A View from the Hill.“, p. 31-33
·
Rath, L. K.: „J. Chall,
Teacher and Mentor.“, p. 34
·
Wolf, M. - Deeney, T.: „A New
Direction: Fluency, Phonology, and Speakers of African- -American English.“, p. 35-36
·
Cowen, C. D.: „Chall´s Light
Still Shines.“, p. 37
·
Jacobs, V. A.: „Using Reading
to Learn: The Matter of Understanding.“, p. 38-40
·
Cicci, R.: „Book Reviews.“,
p. 41
·
Haynes, Ch. - Hook, P.: „The
Importance of Cross-Training in Spoken and Written Language: An Example of
Jeanne Chall´s Influence.“, p. 42-43
·
Strucker, J.: „Jeanne Chall
and Adult Literacy.“, p. 45-47
·
Blevins, W.: „Jeanne Chall: A
Memory.“, p. 47
·
Curtis, M. E. - Longo, A. M.:
„Teaching Adolescents with Reading Difficulties: Lessons Learned from Jeanne S.
Chall.“, p. 49-50
·
Kotula, A. W.: „J. Chall,
Teacher and Mentor.“, p. 51
·
Stotsky, S.: „A Tribute to
the Dale-Chall Readability Formula.“, p. 52-53
·
Olivier, C. D.: „J. Chall,
Teacher and Mentor.“, p. 53
·
West, T. G.: „Video
Reviews.“, p. 54-55
·
Ciardi, M. R.: „J. Chall,
Teacher and Mentor.“, p. 58
·
Clark-Chiarelli, N. - Sedita,
J. - DiGissi, L. L.: „J. Chall, Teacher and Mentor.“, p. 60
·
Wright, P. W. D.: „Theme
Editor´s Summary: Issues in Special Education Litigation.“, p. 1, 4
·
Wright, P. W. D.: „Special
Education Law, IEPs, Tactical Issues.“, p. 5-9
·
Kay, M. J.: „How to Preparate
a Psychoeducational Evaluation Report and Testify as an Expert Witness.“, p.
10-15
·
„2000 Conference Audiotape
Order Form.“, p. 17-18
·
Palmer, B. L.: „Lay Advocacy
in Special Education.“, p. 19-21
·
„Call for Papers - 2002
International Conference.“, p. 22
·
Dickman, G. E.: „Dyslexia and
the Aptitude - Achievement Discrepancy Controversy.“, p. 23-27
·
„2001 Albuquerque Conference
·
Kerr, S. D.: „Special
Education Litigation.“, p. 34-38
·
Cicci, R.: „Book Reviews.“,
p. 39-40
·
„2000 Conference Recap.“, p.
40
·
Kingsley, R. P.:„A
Legislative Update: A View from the Hill.“, p. 41-43
·
„Emeritus Series Order
Form.“, p. 53-54
·
Curtis, M. E.: „Theme
Editor´s Summary: Improving Comprehension and Compre-hension Instruction.“, p.
1, 4
·
Sanders, M.: „Impediments to
Reading Comprehension.“, p. 5-8
·
„2001 Albuquerque Conference
·
Carlisle, J. F.: „Using Free
Recall to Assess and Improve Reading Comprehension.“, p. 10-13
·
Freinkel, E.: „Literacy: A
Capital Idea.“, p. 14
·
„Call for Papers - 2002
Multilingual Conference.“, p. 17
·
Swanson, H. L.: „Reading
Intervention Research Outcomes and Students with Learning Disabilities: What
are the Major Instructional Ingredients for Successful Outcomes?“, p. 18-20
·
McKeown, M. G. - Beck, I. L.:
„Designing Questions Toward Thinking and Understanding Rather Than Answers.“,
p. 21-24
·
Williams, J. P.: „Theme
Instruction for Improving Disabled Readers´ Comprehension.“, p. 25-28
·
Longo, A. M.: „Using Writing
and Study Skills to Improve the Reading Comprehension of At-Risk Adolescents.“,
p. 29-31
·
Spadorcia, S. A.: „Looking
More Closely at High-Interest, Low-Level Texts: Do They Support
Comprehension?“, p. 32-33
·
Cicci, R.: „Book Reviews.“,
p. 38-39
·
Kingsley, R. P.: „A
Legislative Update: A View from the Hill.“, p. 40-41
·
„Call for Papers - 2002
Atlanta Conference.“, p. 41
·
Thurlow, M. L.: „Theme
Editor´s Summary: Students with Dyslexia and High Stakes Testing.“, p. 1, 4-5
·
Thompson, S. J. - Thurlow, M.
L.: „Leveling the Playing Field by Using Test Accommodations: The Ball is in
Your Court!“, p. 6-8
·
Thompson, S. J. -
Washenberger, J.: „Using Test Accommodations: A Student´s Perspective.“, p. 9
·
Thompson, S. J. - Carpenter,
W.: „Preparing Students with Dyslexia and Other Specific Learning Disabilities
for Participation in High Stakes Assessments.“, p. 10-11
·
„Call for Papers - 2002
Atlanta Conference.“, p. 11
·
Elliott, J. - Schrag, J.:
„Accommodations: The Good, the Bad, and the Ugly.“, p. 12-14
·
Quenemoen, R. F. - Almond, P.
J.: „Gray Areas of Assessment Systems: Making the System Work for ALL
Students.“, p. 15-19
·
„2002 Multilingual
Conference.“, p. 20
·
„2001 Albuquerque
Conference.“, p. 21
·
Dolan, R. P. - Hall, T. E.:
„Universal Design for Learning: Implications for Large-scale Assessment.“, p.
22-25
·
Cicci, R.: „Book Reviews.“,
p. 28-29
·
Kingsley, R. P.: „A
Legislative Update: A View from the Hill.“, p. 30-31
·
Carreker, S.: „Theme Editor´s
Summary: Fluency No Longer a Forgotten Goal in Reading Instruction.“, p. 1, 4
·
„Farewell to a Friend
Inspiration: Margaret Byrd Rawson.“, p. 5
·
Neuhaus, G. F.: „What Does it
Take to Read a Letter?“, p. 6-8
·
„November 13-16, 2002 Atlanta
Conference.“, p. 8
·
Hook, P. E. - Jones, S. D.:
„The Importance of Automaticity and Fluency for Efficient Reading
Comprehension.“, p. 9-14
·
Meyer, M.: „Repeated Reading:
An Old Standard is Revisited and Renovated.“, p. 15-18
·
Carreker, S.: „Creating Rich
Associations for the Rapid Recognition of Words.“, p. 19-21
·
Bate, S. R.: „Coaching
Reading Fluency in Students with Moderate to Severe Dyslexia.“, p. 22-24, 29
·
„2001 Albuquerque Conference
Audiotape Order Form.“, p. 25-28
·
„June 27-29, 2002
International Conference.“, p. 30-31
·
Kingsley, R. P.: „A
Legislative Update: A View from the Hill.“, p. 32-33
·
Brinckerhoff, L. C.: „Theme
Editor´s Summary: A Changing Landscape: Postsecondary Education and Students
with Learning Disabilities.“, p. 1, 4-5
·
„53rd Annual Conference in
Atlanta.“, p. 7, 15
·
Lendman, Ch.:„Effective
Transition Planning Through Student Empowerment.“, p. 8-10
·
Russell, L. H.: „Transition
to College: Practice Doesn´t Always Make Perfect.“, p. 11-14
·
„June 27-29, 2002
International Conference.“, p. 14
·
Stern, D.: „Building the
Bridge Between Community College and Work for Students with Learning
Disabilities.“, p. 16-20
·
Bisagno, J. M. - Haven, R.
M.: „Customizing Technology Solutions for College Students with Learning
Disabilities.“, p. 21-26
·
McGuire, J. M. - Scott, S.
S.: „Universal Design for Instruction: A Promising New Paradigm for Higher
Education.“, p. 27-29
·
Banerjee, M.: „Distance
Education and Accommodations for Students with Learning Disabilities:
Implications for Postsecondary Service Providers.“, p. 30-34
·
Raymond, L. - Brinckerhoff,
L.: „Medical Students at Risk: Multidisciplinary Approach to Service
Delivery.“, p. 35-38
·
Dawson, J. T. - Byron, J. S.:
„How Do You Improve and Grow Your Program When There is a Line of Students at
Your Door?“, p. 39-41
·
Kingsley, R. P.: „A
Legislative Update: A View from the Hill.“, p. 46-48
·
Mann, M. - Levinson, B. S.:
„Margaret Byrd Rawson: 1899-2001. A Celebration Of a Life´s Work: On the
Shoulders of Giants.“, p. 1, 4
·
Tomey, H. A.: „The
President´s Letter.“, p. 2
·
Viall, J. T.: „From the
Executive Director.“, p. 3
·
„Memories of Margaret/Paths
She has Opened.“, p. 5-20
·
„International Tributes to
Margaret.“, p. 21-26
·
„Margaret´s Family
Comments.“, p. 27
·
Kingsley, R. P.: „A
Legislative Update. A View from the Hill.“, p. 30-31
·
„2002 Atlanta Conference.“,
p. 33-34
Knight, J. R.: „Adults with
Dyslexia: Legislation, Remediation, Therapy & Work.“,
p. 1, 4-5
Tomey, H. A. III.: „The President´s
Final Letter.“, p. 2-3
Antoniazzi, S.: „My Story.“, p. 7-8
Lense, J. A.: „It´s Never Too
Late.“, p. 8-10
Knight, J. R.: „Overcoming the Urge
to Rush in Reading.“, p. 12-1 4
Kairson, B.: „A Labor Union Offers
Members with Dyslexia a Chace for Success.“,
p. 15
-16
Simon, J. A.: „Bartlett v. NY State
Board of Law Examiners: A High-Stakes Testing Case Study.“, p. 18-21
„Call for Papers - 2003 San Diego
Conference.“, p. 21
Vogel, S. A.: „Enhancing Employment
Success for Individuals with Learning Disabilities.“, p. 22-24
Wachtel, A.: „Adult Dyslexia and
Co-Existing Disorders.“, p. 25
„2002 Atlanta Conference.“, p. 26
Cicci, R.: „Book Reviews.“, p. 27-28
Kingsley, R. P.: „A View from the
Hill.“, p. 29-30
Williams, J.: „Study and
Organization Skills: Practical Suggestions & Sensible Plans.“,
p. 1, 4-6
Hennessy, N.: „The President´s
Letter.“, p. 2
„IDA Grant Award Program.“, p. 6
Jenks, P.: „Navigating Time
Travel.“, p. 7-11
Williams, J.: „Study Skills:
Difference Between Pupils & Students.“, p. 12-18
„2002 Atlanta Conference Recap.“, p.
19
„2003 San Diego Conference.“, p.
20-21
„Audiotape Order Form - 2002 Atlanta
Conference.“, p. 23-26
Newton, D.: „Teaching Study Skills
& Learning Strategies to Therapists,
Teachers & Tutors. How to Give Help and Hope to Disorganized Students.“, p.
27-31
Hennessy, N.: „Homework Hints for
Parents.“, p. 32 - 35
Dickman, G. E.: „The Nature of
Learning Disabilities Through the Lens of Reading Research.“, p. 1, 4-5
Gilger, J. W.: „Genes and Dyslexia.”,
p. 6-8
Sherman, G. F. - Cowen, C. D.:
„Neuroanatomy of Dyslexia Through the Lens of Cerebrodiversity. The Value of
Different Thinkers in Our Midst.“, p. 9-13
Eden, G.: „The Role of Brain Imaging
in Dyslexia Research.“, p. 14-16
Lyon, G. R.: „Reading Disabilities:
Why Do Some Children Have Difficulty Learning To Read? What Can Be Done about
It?“, p. 17-19
Semrud-Clikeman, M.: „Executive
Function and Social Communication Disorders.“,
p. 20-22
Fletcher, J. M.: „Operationalizing
Learning Disabilities: The Importance of Treatment-
-Oriented Models.“, p. 23-25
Salza, L.: „Struggling to Learn in
School: Confessions of a Lunch-Pail School Head.“,
p. 26-27
Fuchs, D.: „Some Things We Need to
Know About Responsiveness-To-Intervention as a Valid Method of Learning
Difficulties Identification.“, p. 28-31
Clingman, R.: „New Column! Parent to
Parent.“, p. 34
„IDA Legislative Principles: 2003.“,
p. 36
Stahl, S. A.: „Theme Editor´s
Summary. Vocabulary and the Child with Learning Disabilities.”, p. 1, 4
Hennessy, N. E.: The President´s
Letter.”, p. 2
Hennesy, N. E.: „From the IDA
President and Executive Director: IDA Has a New Look!”, p. 3
Stahl, S. A.: „Scaly? Audacious?
Debris? Salubrious? Vocabulary and the Child with Learning Difficulties.“, p.
5-12
McKenna, M. C.: „Teaching Vocabulary
to Struggling Older Readers.“, p. 13-16
Richek, M.: „Have Fun! Increasing
Vocabulary for At-Risk Learners.“, p. 17-23
Blachowicz, C. L. Z. - Fisher, P.:
„Building Vocabulary in Remedial Settings: Focus on Word Relatedness.“, p.
24-31
Clingman, R.: „Parent to Parent.”, p.
32-33
Cicci, R.: „Book Reviews.“, p. 34
„IDA Philadelphia Conference.“, p.
35
AUSTRALIAN
JOURNAL OF REMEDIAL EDUCATION
Beaumont, M.: „Epilepsy and
Learning.“, p. 5
Nugent, Ch.: „Reading Competence:
Letter Sorting Skills.“, p. 7
Nugent, Ch.: „Reading Competence:
Rapid Word Recognition Skills.“, p. 8
Jackson, M. S.: „The Treatment of
Severe Reading Disability ´Dyslexia´; Some Observations and Reflections.“, p.
10
Barratt, B.: „Children Speaking
Their Minds; Notes and Observations on Some
Costa, S.: „Computers Across the
Curriculum.“, p. 19
Edwards, P.: „Computer Adventure
Games and Special Education.“, p. 20
Webb, S.: „Patrick.“, p. 23
McMonnies, Ch. W.: „Early
Intervention: Left/Right Body Awareness and Letter Reversals“, p. 8
Perry, J.: „A Critical Perspective
on Mainstreaming.“, p. 14
Knight, B. A.: „Using a Guided
Internality Teaching Perspective to Promote Learning Disabled Students´ Active
Involvement in Learning.“, p. 22
Hall, J. - King, R.: „Assessing
Written Language: How do we Improve Consistency?“, p. 24
Maglen, F.: „Alternatives in
Education: Who Needs Them?“, p. 27
WORDS, GRAPHICS AND SYMBOLS
A NEW LITERACY... USING COMPUTERS
Greig, R.: „Hands Off, I Own This.“,
p. 6
Dowell, J.: „´Specific Help´ for
Students with Mathematics Learning Problems.“, p. 9
Sassoon, R.: „Through the Eyes of a
Child - Perception and Type Design.“, p. 12
Kennedy, G.: „Picture This.“, p. 25
Cargill, A. - van Amerongen, M.:
„The Naranga Experience, or Who is Leading Who up the Adventure Garden Path.“,
p. 27
Westwood, P.: „Using Computer
Graphics to Enhance Expression in the K-6 Classroom.“, p. 30
Norman, M.: „Coming Alive: Putting
the Priority on the Person in Teaching and Learning.“, p. 2
Munro, J. - Munro, K.: „Phonemic
Awareness: A Neglected Cause in Reading Disability.“, p. 5
Roffman, N. - Teitelbaum, T.:
„Teaching English as a Foreign Language to Learning Disabled Pupils in
Israel.“, p. 11
Whiting, P. R.: „Reasonable
Accommodations for Learning Disabled Students in Tertiary Settings.“, p. 14
Chan, L. K. S.: „Remedial Education:
Research and Practice.“, p. 22
Weigall, D.: „Progress is
Promising.“, p. 2
Homburg, D.: „An Act for People with
Specific Learning Difficulties.“, p. 2
Burnip, L.: „Hearing Impairment,
Phonological Awareness and the Acoustic Environment of the Classroom.“, p. 4
Munro, J. - Munro, K.: „Word
Recognition: The Fundamental Reading Problem in Dyslexia.“, p. 12
Fields, B. A.: „Consultation Models:
A Comparison of the Preferences of Primary Teachers and Support Teachers.“, p.
21
Hannaford, C.: „The Brain Gym Option
for Hyperactivity.“, p. 24
Westwood, P.: „Reading and Writing
in the Special School.“, p. 28
Weigall, D.: „International Year of
the Family.“, p. 2
Prior, M.: „Reading Disability in
Australian Children.“, p. 3
Moore, D. C.: „Childhood Fluctuating
Conductive Deafness.“, p. 8
von Kraayenoord, Ch. E.: „Building
Partnerships to Assist Children with Reading Difficulties.“, p. 11
Hall, J. V.: „Oh, Those Vowels are
Walking!“, p. 15
Dobson, W. J.: „Whole Language: Have
we Caused a Regression in Reading.“, p. 19
Hooper, N.: „Inclusive Education for
the Hearing Impaired Child: How Can You Make it a Success?“, p. 22
Westwood, P.: „Spelling Ability as a
Literacy Indicator.“, p. 2
Spedding, S. - Chan, L. K. S.:
„Metacognitive Abilities in Word Identification.“, p. 8
Whiting, P. R. - Robinson, G. L. W.
- Parrott, C. F.: „Irlen Coloured Filters for Reading: A Six Year Follow-Up.“,
p. 13
Charlton, Ch. - Kavanagh, G.:
„Sloping Desk-Tops: Improving Children´s Writing and Posture.“, p. 20
Dempsey, I.: „Compulsory Special
Education Courses for Preservice Teacher Trainees: Friend or Foe?“, p. 24
Hannah, C.: „Self-Directed
Wholebrain Learning.“, p. 28
Hornsby, B.: „Literacy 2000: A Whole
School Approach to Multisensory Teaching.“, p. 5
Fields, B. A.: „Teacher Resistance:
A Barrier to Special and Remedial Education Support Services.“, p. 13
Westwood, P.: „Teachers´ Beliefs and
Expectations Concerning Students with Learning Difficulties.“, p. 19
Hay, I.: „Enhancing the Learning of
Students with Learning Difficulties.“, p. 22
Samuels, J.: „Values Help Build
Stress Resistant Children.“, p. 26
Lindstrom, C.: „Empowering the Child
with Learning Difficulties to Think Metacognitively.“, p. 28
Gates, C. - Robinson, G. L.:
„Evaluation of Fast Forward - An Early Intervention, Parent Supported, Reading
Program.“, p. 4
Adams, A.: „The Gifted Student in
the Classroom - A British Perspective.“, p. 11
Bradshaw, K.: „Learning Disabilities
- A Cautionary Tale.“, p. 15
Bowd, A. D.: „Tolerance and
Integration - A Canadian Perspective.“, p. 18
Brock, A.: „Developmental Dyslexia -
An Introduction for Parents and Teachers.“, p. 20
Young, L.: „Educating Children With
Learning Difficulties - Putting Issues in Perspective.“, p. 26
Harrison, B. - Zollner, J. - Magill,
W.: „The Hole in Whole Language - An Analysis of the Basic Literacy Skills of
615 Students.“, p. 6
Munro, J.: „Cognitive Style and Mathematics
Learning.“, p. 19
Jansen, M.: „Reading Disabled - A
Reading Handicap - What is it Exactly?“, p. 25
Jackson, M.: „Reflections on 25
Years of Learning Difficulties Research - Specifically Severe Reading
Disability (Dyslexia).“, p. 29
Parker, Ch.: „Implications of the
Tourette Syndrome.“, p. 34
Westwood, P.: „Teachers´ Beliefs.”,
p. 2
Williams, P.: „The Law and Students
with Learning Difficulties. Some Recent Developments.”, p. 4
Westwood, P.: „Influencing Teachers´
Beliefs About Children´s Acquisition of Literacy.”, p. 14
Hempenstall, K.: „A Model for
Reading Assessment and Intervention in the RMIT Bundoora Psychology Clinic.”,
p. 18
Lawson, A. - Richdale, A. L.: „A
Scale for Measuring Teachers´ Beliefs about Reading and Children with Reading
Disabilities.”, p. 28
Greaves, D.: „AREA - Moving Toward
the 21st Century.”, p. 1
Larsen, P.: „Mona Tobias Award -
1996.”, p. 4
Irlen, H. - Robinson, G. L.: „The
Effect of Irlen Coloured Filters on Adult Perception of Workplace Performance -
A Preliminary Survey.”, p. 7
Hudson, K.: „Onsets and Rimes - An
Emphasis on Onset-Rime Awareness as a Critical Necessity for Teaching the
Dyslexic (or Poor Reader) to Read and Spell.”, p. 18
Hempenstall, K.: „The Whole Language
Approach to Reading. An Empiricist Critique.”, p. 22
Bowler, J.: „Towards Social
Competence in Verbal Children with Special Needs - - The Parent´s Dilemma.”, p. 33
Weigall, D.: „Must Try Harder.”, p.
2
McLeod, J.: „Sam Kirk. A Personal
Appreciation.”, p. 4
Heins, T.: „Advising Parents on Time
Telling for Children who have Learning Difficulties.”, p. 6
Palmer, C.: „Enhancing Low Vision.”,
p. 10
Obiakor, F. E. - Algozzine, B. -
Campbell-Whatley, G.: „Self Concept. Assessment and Intervention.”, p. 17
Roffman, N. - Teitelbaum, T.:
„Thinking It Over. A Half Decade of Teaching English as a Foreign Language to
Learning Disabled Pupils in Israel.”, p. 23
Maglen, F.: „What Is the Problem
with Literacy Education?”, p. 25
Hempenstall, K.: „Whole Language
Takes on Golf.“, p. 28
Greaves, D.: „Open All Hours.”, p. 2
Graham, L. - Prock, L. M.: „Support
Teachers and Collaborative Consultation: Insights from a Canadian Case Study.”,
p. 6
Greaves, D.: „The Educational Uses
of the WISC-III.”, p. 13
Cooper, R.: „All in a Name?
Dyslexia.”, p. 21
Burston, S. C.: „The Dawson Program
- Locating and Correcting the Physical Causes Associated with Learning and
Behaviour Problems.”, p. 26
Charlton, Ch.: „Learning with
Epilepsy: In the Classroom.”, p. 30
McClure, D.: „ADHD: Behaviour
Modification as a Solution.”, p. 34
Maglen, F.: „Failing Kids, Unhappy
Teachers.”, p. 2
Robinson, G. L.: „The Ratio of Males
to Females with Literacy - Learning Disabilities: A Survey of Child and Adult
Referrals.”, p. 7
Algozzine, B. - Lockavitch, J. F. -
Audette, R.: „Implementing Failure - Free Reading with Students Seriously
At-Risk for Failure.”, p. 14
Westwood, P.: „Moving Toward
Inclusion: Proceed with Caution.”, p. 18
Knight, B. A.: „Supporting Students´
Literacy Development in the Secondary School.”, p. 21
Knight, D.: „Learning Styles and
Accelerative Learning: An Appraisal.”, p. 25
Weigall, D.: „Changing Kate´s
Brain.”, p. 2
Goddard, J. T. - Tuchscherer, M.:
„Meeting the Speech and Language Needs of First Nation´s Children Attending
Band-Controlled Schools in North Saskatchewan, Canada.”, p. 5
Ralston, M. - Robinson, G.:
„Spelling Strategies and Metacognitive Awareness in Skilled and Unskilled
Spellers.”, p. 12
Johnston, S.: „The Issues Involved
in Developing a Spelling Program for Adults with Dyslexia.”, p. 24
Dykes, B.: „Education - Why We´re
Missing the Mark.”, p. 29
Weigall, D.: „Enthusiasm.”, p. 2
Milton, M. - Rohl, M.: „Children K-2
who are of Concern to Their Teachers: Identification, Programs and the
Professional Needs.“, p. 9
Chan, L. - Kraayenoord, Ch.:
„Learning Through Dialogues for Students with Learning Difficulties.”, p. 21
Dykes, B.: „The Language Foundation
of Australia - Our Language is our Cultural Inheritance.”, p. 27
Melissa: „Melissa´s Story.“, p. 28
Weigall, D.: „To ´Ir´ is Human.”, p.
2
Tunmer, W. E. - Chapman, J. W. -
Ryan, H. A. - Prochnow, J. E.: „The Importance of Providing Beginning Readers
with Explicit Training in Phonological Processing Skills.”, p. 4
Munro, J.: „Phonological and
Phonemic Awareness: Their Impact on Learning to Read Prose and to Spell.”, p.
15
Greaves, D.: „The Contribution of
Phonological Processing Skills to Reading Comprehension in Grades One and
Three.”, p. 22
Thompson, M. E.: „Phonological
Skills: Comments from the Chalkface.”, p. 27
Lovegrove, J.: „Reading Acquisition
Using Phonemic Strategies for Students Experiencing Difficulties with Learning:
A Case Study.”, p. 31
Love, E. - Reilly, S.: „Phonological
Awareness: The Why and How of its Practical Application in the Classroom.”, p.
38
Scott, W.: „Changing Work Practices
- Retaining Responsibilities.”, p. 2
Graham, J.: „Some Different Aspects
of Reading Which Need to be Addressed and Assessed in Evaluating a Remedial
Reading Programme.”, p. 7
Brennan, S. - Robinson, G. L.: „Four
Approaches to Comprehension Instruction for Students with Literacy Problems at
the High School Level.”, p. 12
Knight, B. A.: „Teaching Critical
Literacy Skills to Students with Learning Disabilities.”, p. 20
Hall, J. - Packer, D.: „Walking
Vowels! Let´s Talk About It! A Whole School Approach for Reading and
Spelling.”, p. 25
Hempenstall, K.: „Miscue Analysis,
Whole Language, Reading Assessment. The Reading Miscue Inventory: A Critique.“,
p. 32
·
„History of the Australian
Journal of Learning Disabilities.“, p. 3
·
Carrington, S. - Forder, T.:
„An Affective Skills Programme Using Multimedia for a Child with Asperger´s
Syndrome.“, p. 5
·
Hallinan, P. - Hallinan, P. -
Boulter, M.: „Enhancing Student Learning: Inclusion in Practice at a Queensland
High School.“, p. 10
·
Smith, S. - Carroll, A. -
Elkins, J.: „University Students with Learning Disabilities: Results of a
National Survey.“, p. 18
·
Westwood, P.: „Correlation
Between Results from Different Types of Spelling Test and Children´s Spelling
Ability when Writing.“, p. 31
·
Weigall, D.: „Instilling
Rational Emotions and ´Aggresslessness´.“, p. 3
·
Whedon, C. - Bakken, J. P.:
„Using the Clock, Light and Radio Technique to Improve Engaged Time on Task for
Students with Learning Disabilities.“, p. 6
·
Fields, B. A.: „The Impact of
Class Heterogeneity on Students with Learning Disabilities.“, p. 11
·
Maglen, F.: „Tackling
Literacy Problems with Adolescents and Young Adults.“, p. 17
·
French, C. J.: „Ten
Techniques for Testing and Tutoring Reticent.“, p. 23
·
Greaves, D. - Munro, J.:
„Bridging the Gap.“, p. 2
·
Hill, P. W. - Crevola, C. A.:
„Key Features of a Whole-School, Design Approach to Literacy Teaching in
Schools.“, p. 5
·
Greaves, D.: „Meeting the
Educational Needs of Students with Learning Difficulties: A Sociological Study
of Three Schools in Victoria.“, p. 12
·
Norsworthy, S.: „The Spalding
Writing Road to Reading.“, p. 21
·
Munro, J.: „The
Phonemic-Orthographic Nexus: The Phonemic-Orthographic Literacy Program.“, p.
27
·
Brown, J.: „The Professional
and Personal Value of Networking.“, p. 35
·
Munro, J.: „A Gear Shift in
Literacy Support.“, p. 39
Weigall, D.: „When a Man Becomes a
Reader.“, p. 2
Arabsolghar, F. - Elkins, J.:
„Comparative Expectations and Knowledge of Teachers and Parents with Regard to
Memory Skills in Children with Learning Difficulty.”, p. 6
Hess, M. - Wheldall, K.: „Strategies
for Improving the Written Expression of Primary Children with Poor Writing
Skills.“, p. 14
Robinson, G. L. - Roberts, T. K. - McGregor,
N. R. - Dunstan, R. H. - Butt, H.: „Understanding the Causal Mechanisms of
Visual Processing Problems: A Possible Biochemical Basis for Irlen Syndrome.“,
p. 21
Sainsbury, S.: „Strategies for
Learning to Tell the Time on Analog Clocks.“, p. 30
Weigall, D.: „What Makes a Good
Teacher in the 2000s?“, p. 2
Robinson, G. L. - Conway, N. F.:
„Irlen Lenses and Adults: A Small Scale Study of Reading Speed, Accuracy,
Comprehension and Self-Image.“, p. 4
Hyde, M. - Hughes, J.: „A Pilot
Study of the Australasian Readwell Program.“, p. 14
Smith, S. - Carroll, A. - Elkins,
J.: „Outreach and Support for Australian University. Students with Learning
Disabilities.“, p. 23
Australian Journal of Learning Disabilities, Australian Resource
EDUCATORS´ Association
Rohl, M.: „Mapping the Territory.
Primary Students with Learning Difficulties: Literacy and Numeracy.“, p. 2
Elkins, J.: „All Empires Fall, You
Just Have to Know Where to Push: Antecedent issues for a study of learning
difficulties in Australia.“, p. 4
Louden, W.: „Mapping the Territory:
Research Methods and Approach.“, p. 8
Rivalland, J.: „Definitions and
Identification: Who are the Children with Learning Difficulties?, p. 12
Rohl, M. „Programs and Strategies
used by Teachers to Support Primary Students with Difficulties in Learning
Literacy.“, p. 17
Milton, M.: „How do Schools Provide
for Children with Difficulties in Numeracy?“, p. 23
Nichols, S.: „Parental Involvement
in Supporting Children with Learning Difficulties.”, p. 28
Greaves, D.: „Mapping the Diversity
of Services and Interventions for Students with Learning Difficulties.“, p. 34
Weigall, D.:
„Towards 2001.“, p. 2
Whiting, P.
R.: „The Performance of Students with Learning Disabilities who are Using
Adults or Peers as Writers in Examinations.”, p. 6
Burnip, B. -
Lawson, M.: „Working Memory and Hearing Impairment.“, p. 15
Burnip, B.:
„Intervention Strategies for Short-term Memory Difficulties for a Child with
Impaired Hearing.“, p. 18
Westwood, P.
- Graham, L.: „How Many Children with Special Needs in Regular Classes?
Official predictions vs. Teachers´ Perceptions in South Australia and New South
Wales.“, p. 23
Kennedy, G.:
„Literacy and Numeracy - IT in Search of Solutions.“, p. 35
Kennedy, G.: „Students with Special
Needs and the Web.”, p. 39
·
Weigall, D.: AREA in the New
Millennium.“, p. 2
·
Whiting, P. R. - Chapman, E.:
„Evaluation of a Computer-based Program to Teach Reading and Spelling to
Students with Learning Difficulties.“, p. 11
·
Liubinas, J.: „Understanding
the Reading Processes: An Optometric Viewpoint.“, p. 18
·
Hummel, S.: „Developing
Comprehension Skills of Secondary Students with Specific Learning
Difficulties.“, p. 22
·
Kennedy, G.: „Accessing the
Internet.“, p. 28
·
Kennedy, G.: „Voiced Software
Packages for Literacy.“, p. 31
·
„Useful Internet Resource
Sites for Special Needs.“, p. 32
·
Benke, Ch.: „Talking Books.“,
p. 33
·
Weigall, D.: „Heading in the
Right Direction.“, p. 2
·
„Westwood, P.:
„´Differentiation´ as a Strategy for Inclusive Classroom Practice: Some
Difficulties Identified.“, p. 5
·
Chan, L. K. S. - Dally, K.:
„Learning Disabilities and Literacy and Numeracy.“, p. 12
·
Gosden, R. - Hampton, G.:
„Generic Skills Assessment - a New Problem for Tertiary Students with Learning
Disabilities.”, p. 20
·
Weigall, D.: „The Literacy
Program at Barwon Valley School.“, p. 28
·
Howse, M.: „Rainbows,
Butterflies, Sunbursts and Snakes. A Case Study.“, p. 30
·
Anonymous: „There Was Life
Before The Computer.“, p. 34
·
Minton, P.: „Effectively
Integrating the Computer to Teach Children and Teenagers with Literacy
Difficulties.“, p. 35
·
Parker, C.: „My Favourite
Assistive Technology Things., p. 38
·
Greaves, D.: „A Rationale for
Competent Assessment.“, p. 2
·
Westwood, P.. „Assessment
Must Lead to Action.“, p. 3
·
Jansen, M.: „Assessment of
Students´ ´Functional Reading Competence´“, p. 11
·
Brown, E. - Greaves, D.:
„Honing Assessment Skills to Provide Well Targeted Intervention.“, p. 17
·
Hempenstall, K.:
„School-based Reading Assessment: Looking for Vital Signs.“, p. 26
·
Virgona, J. - Greaves, D.:
„Insightful Assessment Through Item Response Modeling.“, p. 36
·
Kennedy, G.: „Working with
Words.“, p. 43
·
Kennedy, G.: „TextHELP! Read
and Read V5.0.“, p. 45
·
Kennedy, G.. „A Maths Resource
that Speaks.“, p. 48
·
Weigall, D.: „A Foreign
Country.“, p. 2
·
Bailey, J.: „ADLD, LD and
Support Teachers: towards as integrated support model.“, p. 5
·
Chan, L. K. S. - Dally, K.:
„Instructional Techniques and Services Delivery Approaches for Students with
Learning Disabilities”, p. 14
·
Kennedy, G.. „Windows of
Opportunity (Part 1).“, p. 22
·
Heinisch, B.: „Case Studies
using Co: Writer.“, p. 24
·
Heinisch, B.: „Case Studies
using Write: OutLoud.“, p. 28
·
Weeks, A.. „Was School
Hell?“, p. 2
·
Weigall, D.: „Volunteers.“,
p. 3
·
Snowling, M.: „Individual
Differences in Dyslexia.“, p. 4
·
Whiting, P. R. - Robinson, G.
L.: „The Interpretation of Emotion from Facial Expression for Children with a
Visual Sub-type of Dyslexia.“, p. 6
·
Brock, A. - Shute, R.: „Group
Coping Skills Program for Parents of Children with Dyslexia and Other Learning
Disabilities.“, p. 15
·
Twaddell, P.: „If You Want to
Make a Difference, Intervene: The Australian Kindergarten Screening.“, p. 26
·
Polkinghorne, J.: „An
Objective Approach to Reviewing Computer Software.“, p 36
AUSTRALIAN
JOURNAL OF LEARNING DISABILITIES, AUSTRALIA´S INTERNATIONAL JOURNAL OF SPECIAL
EDUCATION, LEARNING DIFFICULTIES AUSTRALIA
·
Munro, J.: „Gifted! Your´re
Joking! He can´t even learn to spell.“, p. 2
·
Munro, J. „The Reading
Characteristics of Gifted Literacy. Disabled Students.“, p. 4
·
Liddle, E. - Porath, M.:
„Gifted Children with Written Output Difficulties: Paradox or Paradigm.“, p. 13
·
Munro, J.: „Understanding and
Identifying Gifted Learning. Disabled Students.“, p. 20
·
Kennedy, G.: „Easy Maths,
v4.1.1.“, p. 31
·
Weeks, A.: „Ten Years of
Research on Reading Disabilities.“, p. 2
·
Bretherton, L.:
„Relationships Between Cognitive Variables, Memory and Phonological Awareness
in Children with a Specific Reading Difficulty.“, p. 4
·
Fielding-Barnsley, R. -
Purdey, N.: „Developing Pre-Literacy Skills via Shared Book Reading.“, p. 13
·
Davies, F. - LeMessurier, M.:
„ADHD and Specific Learning Difficulties as Companions.“, p. 20
·
Minton, P.: „Using
·
DeBats, R.: „Early Intervention
for Reading At-Risk Children Aged 4-6 Using Phonologically-Based Software in
the Home.“, p. 32
·
Dobbs, Ch.: „Using the
Computer as a Resource for Early Intervention Activities.“, p. 35
·
Weigall, D.: „Walking the
Talk.“, p. 2
·
Stewart, W.: „Electronic
Assistive Technology for the Gifted and Learning Disabled Students.“, p. 4
·
Thomson, M. B. - Snow, P. C.:
„The Written Expression of Children with Reading Disabilities: A comparison of
written and dictated narratives.“, p. 13
·
Oakley, G.: „Using CD-ROM
´Electronic Talking Books´ to Help Children with Mild Reading Difficulties
Improve their Reading Fluency.“, p. 20
·
Webber, L. S. - Owens, J. -
Charlton, J. L. - Kershaw, M. M.: „Case Studies in Learning Disability:
Implications for instruction.“, p. 28
·
Cannold, L.: „Those of Us Who
Care: How those in the outer circle of a death can support grieving adults and
children.“, p. 34
·
Weigall, D.: „Widening Public
Knowledge of Dylexia.”, p. 2
·
Westwood, P. - Graham, L.:
„Inclusion of Students with Special Needs: Benefits and Obstacles Perceived by
Teachers in New South Wales and South Australia.”, p. 3
·
Jenkins, H. J. - Batgidou,
E.: „Developing Social Strategies to Overcome Peer Rejection of Children with
ADHD.”, p. 16
·
Jackson, C. - Konza, D. -
Roodenrys, S. - Ben-Evans, J.: „Spelling Accuracy for Secondary Students with
Spelling Difficulties: Using Phonetic Codes and Technology.”, p. 23
·
Kingham, P. H. - Blackmore,
A. M.: „Computer Based Instruction in Blending is Effective for Year 2 Children
with Reading Difficulties.”, p. 30
·
Kennedy, G.: „The Spelling
Centre. The first 200 words.”, p. 38
AUSTRALIAN JOURNAL OF LEARNING
DISABILITIES, AUSTRALIA´S INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, LEARNING
DIFFICULTIES AUSTRALIA
Volume 8,
Number 2, 2003
·
Weigall, D.: „The Legacy of
Dudley Hagger.”, p. 2
·
„LDA Council: Call for
Nominations.”, p. 3
·
„LDA Annual General
Meeting.”, p. 3
·
„Forthcoming Seminars at
SPELD Victoria.”, p. 3
·
„LDA Membership
Application.”, p. 3
·
Spencer, F. - Bornholt, L.:
„A Model of Children´s Cognitive Functioning and Cognitive Self-Concepts.”, p.
4
·
Burnip, B.: „Triple-X and
Passivity - Barriers to Learning.”, p. 9
·
Hempenstall, K.: „The
Three-Cueing System: Trojan Horse?”, p. 15
·
Coleman, C. - Bornholt, L.:
„Reading Self-Concepts and Task Choices for Children with Reading
Difficulties.”, p. 24
·
Kennedy, G.: „TextHELP! Read
& Write V6.0 Gold.”, p. 33
AUSTRALIAN JOURNAL OF LEARNING
DISABILITIES, AUSTRALIA´S INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, LEARNING
DIFFICULTIES AUSTRALIA
Volume 8,
Number 3, 2003
·
Bayetto, A.: „From the
President´s Desk.“, p. 2
·
Weigall, D.: „Editorial:
Neurotherapy.“, p. 2
·
Madelaine, A. Wheldall, K.: „Can Teachers Discriminate
Low-progress Readers from Average Readers in Regular Classes?“, p. 4
·
Burgess, J.: „Pay Attention
Please! Strategies to reduce the learning difficulties experienced by children
with attention and concentration problems.“, p. 8
·
Carrington, S. - Papinczak,
T. - Templeton, E.: „A Phenomenological Study: The social world of five
adolescents who have Asperger´s syndrome.“, p. 15
·
Zundans, L.: „Life Narrative
of a Senior School Student with Learning Difficulties.“, p. 22
·
Kennedy, G.: „Draft:
Builder.“, p. 27
·
Kennedy, G.: „Benefits of
Text to Speech Software.“, p. 31
AUSTRALIAN JOURNAL OF LEARNING DISABILITIES, AUSTRALIA´S
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, LEARNING DIFFICULTIES AUSTRALIA
·
Munro, J.: „Editorial: Maths
Difficulties and Maths Teaching.“, p. 2
·
Weigall, D.: „LDA Awards,
Christina E van Krayenoord @ Colleen Hope.“, p. 4
·
„Guest Referees.“, p. 5
·
Wright, B.: „Mathematics
Recovery: A Program of Intervention in Early Number Learning.“, p. 6
·
Westwood, P.: „Drilling Basic
Number Facts: Should We or Should We Not?“, p. 12
·
Munro, J.: „
·
Munro, J.: „Dyscalculia: A
Unifying Concept in Understanding Mathematics Learning Difficulties.“, p. 25
·
Kennedy, G.: „Numbershark
v3.“, p. 33
·
„Books.“, p. 37
·
„LDA Referral Service.”, p.
38
·
„Advice to Contributors.“, p.
39
·
„LDA Council & Editorial
Board.“, p. 40
AUSTRALIAN JOURNAL OF LEARNING DISABILITIES, AUSTRALIA´S
INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, LEARNING DIFFICULTIES AUSTRALIA
·
·
Cordoni, B. K. - Harman, D.
E.: „Are commonly used predictors of college success applicable to the learning
disabled?“, p. 1
·
Vogel, S. A.: Comments on
´Are commonly used predictors of college success applicable to the learning
disabled?´“, p. 62
·
Stevens, L. M.: „About the
contribution of general cognitive and motivational conditions in personality to
the development of learning disabilities. Toward a more comprehensive
definition of learning disabilities.“, p. 1
·
Lefévre, B. H.: „Commentary
on ´About the contribution of general cognitive and motivational conditions in
personality to the development of learning disabilities. Toward a more
comprehensive definition of learning disabilities.´“, p. 13
·
Paus, T.: „Impaired Voluntary
Suppression of Reflexive Saccades in Attention-Deficit Hyperactivity Disordered
Boys.“, p. 1
·
Rosenberger, P. B.:
„Critique: Paus, T.: Reflexive Saccades in ADHD Boys.“, p. 24
·
Carlisle, J. F.: „Linking
Distractibility and the Maintenance of Central Gaze Fixation: A Review of
Paus´s Study.“, p. 27
·
Wiener, J.: „Editors
Comments: Announcing the new Thalamus.“, p. 1
·
Duane, D. D.: „Later Life
Affective, Cognitive and Neurologic Manifestations of Developmental Right
Hemisphere Syndromes.“, p. 5
·
Matìjèek, Z.: „Emotional
Problems of Children with Learning Disabilities.“, p. 13
·
Keogh, B.: „Transitions and
Transactions: The Need to Study the Influence of Schooling on Student with
Learning Disabilities.“, p. 3
·
Lyon, G. R.: „Critical
Research Needs in Learning Disabilities: A Programmatic Response from the
NICHD.“, p. 10
·
Vogel, S. A.: „Adults with
Learning Disabilities: Research Questions and Methodological Issues in Planning
a Research Agenda for 2000 and Beyond.“, p. 10
·
Vaughn, S.: „Responsible
Inclusion for Students with Learning Disabilities.“, p. 13
·
Haager, D.: „Factors that
Influence General Education Teachers´ Responses to Inclusion of Students with
Learning Disabilities.“, p. 13
·
Klingner, J.: „Inclusion of
Students with Learning Disabilities: Roles and Responsibilities of the LD
Specialist.“, p. 14
·
Bos, C. - Nahmias, M.:
„Teacher Beliefs, Knowledge, and Perceived Competence for Educating Students
with ADHD: Case Studies of Teacher Change.“, p. 15
·
Bryan, T.: „The Principles of
Science: A New Perspective for Students with Learning Disabilities.“, p. 16
·
Bryan, T. - Sullivan, K.: „Research
into Practice: Helping Students with Learning Disabilities Acquire Homework and
Study Skills.“, p. 17
·
Meltzer, L.: „Learning
Disabled Students´ Self Perceptions of their Academic Strategies and
Competence.“, p. 18
·
Stone, A.: „The
Self-Perceptions of Students with Learning Disabilities: The Role of Parent and
Teacher Perceptions and Support.“, p. 19
·
Montague, M.: „Student
Perceptions of Knowledge and Performance in Mathematical Problem Solving.“, p.
20
·
Carlisle, J. F.:
„Morphological Awareness and its Relation to Learning to Read and Spell.“, p.
21
·
Swanson, H. L. - Ashbaker, M.
H. - Lee, C.: „Learning Disabled Readers´ Working Memory: Is there a Deficit in
a General storage System?“, p. 22
·
Denckla, M. B. - Schuerholtz,
L. J.: „Neurodevelopmental Pathways to Learning Disabilities.“, p. 23
·
Foorman, B. - Francis, D. J.
- Fletcher, J. M.: „Early Interventions for Children with Reading Problems.“,
p. 25
·
Torgesen, J. K.:
„Phonologically Based Reading Disabilities: Approaches to Prevention and
Remediation.“, p. 26
·
Leong, Ch. K.: „Simultaneous
Auding and Computerized Reading in Helping Students with Reading Disorders.“,
p. 27
·
Wong, B. Y. L. - Butler, D.
L. - Kuperis, S. - Ficzere, S. A.: „Teaching Adolescents with Learning
Disabilities and Low Achievers to Plan, Write, and Revise Compare and Contrast
Essays.“, p. 28
·
Wiener, J.: „Editor´s
Introduction.“, p. 1
·
Bos, C. S.: „Tribute to Sam
Kirk.“, p. 2
·
Sugden, D. A.: „Moving
Towards Inclusion In The United Kingdom?“, p. 4
·
Hughes, M. T. - Schumm, J. S.
- Vaughn, S.: „Preparing for Inclusion: Roles, Responsibilities and
Instructional Practices.“, p. 12
·
Christensen, C. A. - Elkins,
J. - Ashman, A. F. - van Kraayenoord, Ch.: „Classroom Support for Australian
Children who Experience Learning Difficulties.“, p. 23
·
Stevens, L. M. - Meijer, C.
J. W.: „Inclusion in the Netherlands: From Special Schools to Integration to
School Reform.“, p. 38
·
„Editor´s Introduction.“, p.
3
·
Mann, V.: „Are Morphological
Disabilities a Factor in Reading Disability?“, p. 5
·
Singson, M. - Mann, V.: „The
Contribution of Morpheme Skills to Reading: Beyond Phoneme Awareness.“, p. 8
·
Windsor, J.: „Phonological
And Grammatical Constraints On Morphological Knowledge.“, p. 10
·
Mahony, D. - Mann, V.: „The
Role of Sensitivity to Word Structure in Reading Problems.“, p. 13
·
Vogel, S. - Reder, S.:
„Educational Attainment and Literacy Proficiency of Adults with Self-Reported
Learning Disabilities: A National Perspective.“, p. 17
·
Sparks, R. - Granschow, L.:
„Word Recognition As A Predictor of Foreign Language Proficiency.“, p. 20
·
Meltzer, L. - Roditi, B. -
Hauser, R. - Perlman, M.: „The Strategies for Success Program: Helping
Classroom Teachers to Address the Needs of Students with Learning and
Attentional Difficulties.“, p. 25
·
Margalit, M. - Alyagon, M. -
Neuberger, S.: „Mothers´ Coherence, Family Climate and Preschool Children with
Learning Disabilities: Risk and Resilience.“, p. 28
·
Wiener, J. - Sunohara, G.:
„Mothers´ Perceptions of the Friendship Patterns of Their Children with
Learning Disabilities.“, p. 32
·
Tur-Kaspa, H. - Wiesel, A. -
Segev, L.: „Attributions for Loneliness of Students with Learning
Disabilities.“, p. 35
·
Wiener, J.: „Editor´s
Introduction.“, p. 1
·
Gerber, P. J.: „Introduction
to the Special Issue on Longitudinal Research.“, p. 2
·
Keogh, B. K. - Bernheimer, L.
P.: „Issues and Dilemmas in Longitudinal Research: A Tale of Two Studies.“, p.
5
·
Buka, S. L. - Satz, P. -
Sediman, L. - Lipsitt, L.: „Defining Learning Disabilities: The Role of
Longitudinal Studies.“, p. 14
·
Torgesen, J. K. - Wagner, R.
K. - Rashotte, C. A.: „Phonological Processing and Reading: Contributions from
Longitudinal Research.“, p. 30
·
Raskind, M. H. - Higgins, E.
L. - Goldberg, R. J. - Herman, K. L.: „Patterns of Change and Predictors of
Success in Individuals with Learning Disabilities: Results from a Twenty-Year
Longitudinal Study.“, p. 40
·
Hellendoorn, J. -
Ruijssenaars, W.: „Dutch Adults with Learning Disabilities Viewed by
Themselves.“, p. 65
·
Wiener, J.: „Editor´s
Introduction.“, p. 1
·
Stanovich, K. E.: „The Search
for Theoretically Meaningful Subtypes of Reading Disability.“, p. 2
·
Wimmer, H.: „Developmental
Dyslexia in Consistent Orthographies.“, p. 21
·
Bakker, D. J.: „Treatment of
Dyslexia: Side and Rate of Processing.“, p. 24
·
Siegel, L. S. - Chiappe, P.:
„The Early Identification of Children at Risk for Dyslexia.“, p. 33
·
González, J. E. J. - Alvarez,
C. J. - Monzó, A. E. - Valle, I. H.: „Are Onset-Rime Units Used in Visual Word
Recognition by Spanish Reading Disabled Children.“, p. 35
·
D´Angiulli, A. - Siegel, L. -
Serra, E.: „Reading in English and Italian.“, p. 39
·
Leong, Ch. K.: „Poor
Spellers´ Processing of English Phonologic and Morphologic Relations among
Words.“, p. 43
·
de Beni, R. - Palladino, P. -
Pazzaglia, F.: „Differences Between Good and Poor Comprehenders in Intrusion
Errors and Working Memory Performance.“, p. 46
·
Jaarsma, B. S. -
Ruijssenaars, A. J. J. M. - van den Broeck, W.: „Learning Disabilities and
Learning Difficulties in Musical Notation.“, p. 49
·
Chapman, J. W. - Tunmer, W.
E. - Prochnow, J. E.: „Why Reading Recovery Does Not Work: A Longitudinal Study
in a Whole Language Context.“, p. 52
·
Passolunghi, M. C. - Siegel,
L.: „Working Memory and Short-Term Memory in Children with Arithmetical
Learning Difficulties.“, p. 54
·
Tressoldi, P. E. - Lucangeli,
D.: „A Comprehensive Model of Mathematical Word Problem Solving: Implications
for the Diagnosis and the Treatment of Mathematical Word Problem Solving
Difficulties.“, p. 57
·
Cornoldi, C. - Rigoni, F.:
„Spatial Working Memory Deficits in Children.“, p. 60
·
Margalit, M. - Freilich, R.:
„Examining Changes in Loneliness Experience, Sense of Coherence and Social
Status, in Israeli Inclusive Education.“, p. 62
·
Wiener, J.: „Friendship
Patterns of Children With and Without Learning Disabilities: Does Special
Education Placement Make a Difference?“, p. 66
·
Stanovich, P. J. - Jordan,
A.: „Exemplary Teaching in Inclusive Classrooms.“, p. 69
·
Vogel, S. A. - Adelman, P.:
„Teachers with Learning Disabilities: How Do They Fare?“, p. 72
·
Gerber, P. J.: „The Trials
and Tribulations of Transition: A Case Study of TJ, A Teacher with Learning
Disabilities.“, p. 75
·
Rosenberger, P. B.:
„Experimental Hyperphenylalaninemia end Executive Function.“, p. 78
·
Bjorgen, I. A. - Gimse, R.:
„Reading Problems Caused by a Disturbed Postural Control System: A Model for
Reading Problems in Other Groups?“, p. 80
·
Sawyer, D. J. - Kim, J. K.:
„Variation in the Development of Decoding and Endcoding Skills Among Students
with Phonological Dyslexia.“, p. 1
·
Ganschow, L. - Schneider, E.:
„Dyslexia Services and Training in Germany.“, p. 19
·
Bryan, T. - Burstein, K.:
„Don´t Worry, Be Happy: The Effect of Positive Mood on Learning.“, p. 34
·
Gerber, P. J. - Popp, P. A.:
„The Collaborative Teaching Model and Academically-Able Students in Special
Education: Perspectives from Teachers and Administrators.“, p. 43
·
Martinez, E. A.: „Special
Education´s Research-to-Practice Gap: A Former Teacher´s Perspective.“, p. 61
·
Heath, N. L.: „Learning
Disabilities and Depression: Exploring the Relationship Between Learning
Disabilities and Depression: Methodological, Pubertal Status, Gender, and
Subtyping Issues.“, p. 2
·
Mattison, R. E.: „Learning
Disabilities in Special Education Students Referred for Psychiatric
Consultation.“, p. 11
·
Miller, L. - Meltzer, L. -
Katzir-Cohen, T.: „Academic Heterogeneity in Students with Learning
Disabilities.“, p. 20
·
Mardell-Czudnowski, C.: „The
Top Ten Predictors for Identifying Young Children at Risk.“, p. 34
·
Darby, A. - Vogel, S. A.
- Adelman, P. B.: „Telephone Interview
Strategies in Conducting Follow-up Studies with Adults with Learning
Disabilities.“, p. 41
·
Montague, M. - Van Garderen,
D.: „A Cross-Sectional Study of Mathematics Achievement, Estimation Skills, and
Academic Self-Perception in Students of Varying Ability.“, p. 2
·
Johnson, D.: „William
Cruiskshank Memorial Lecture - Learning Disabilities in the Context of
Communication Disorders.“, p. 19
·
Price, L. - Gerber, P. J. -
Shessel, I.: „Adults with Learning Disabilities and Employment: A Canadian
Perspective.“, p. 29
·
Al-Yagon, M. - Margalit, M.:
„Relations Between Mother´s Sense of Coherence, Children´s Experience of
Loneliness, and Family Climate Profiles Among Kindergartners At-Risk for
Developing Learning Disabilities.“, p. 40
·
Reiff, H. B.: „Learning
Disabilities from the Inside Out: A Program for Self-
-Actualization.“, p. 50
Thalamus, A Journal of the International Academy for Research in
Learning Disabilities
CHYBÍ?
Volume 4
(3), Winter 2002
Volume 5
(1), Spring 2003
bULLETIN OF THE ORTON SOCIETY
·
Silver, A. A.: „Diagnostic
Consideration in Children with Reading Disability.“, p. 5
·
Hagin, R. A.: „Some Practical
Applications of Diagnostic Studies of Children with Specific Reading
Disability.“, p. 13
·
Sexton, H. A.: „Language
Disability in Relation to the Study of Mathematics.“, p. 19
·
Kaliski, L.: „Specific
Problems in Arithmetic in the Brain-Injured Child.“, p. 23
·
Stern, C.: „Structural
Arithmetic.“, p. 29
·
Jansky, J. J.: „Comment on
the Relationship between Arithmetic Difficulties and Language Disabilities.“,
p. 30
·
„Memorial to Paul Dozier.“,
p. 31
·
Dozier, P.: „Specific Reading
Disability: A Survey.“, p. 33
NEWS OF THE
ORTON SOCIETY AND ITS MEMBERS
·
„The 11th Annual Meeting
Introducing the Officers and Board Members.“, p. 37
·
„Reports from Orton Society
Members: Schools and Clinics.“, p. 41
·
Saunders, R. E.:
„Psychotherapy with Remedial Reading.“, p. 46
·
de Hirsch, K.: „Learning
Difficulties in Adolescents.“, p. 47
·
Koehler, W. E.: „Phrased
Reading Experiment.“, p. 48
SPECIFIC
LANGUAGE DISABILITIES
·
Orton, J. L.: „The Orton
Story.“, p. 1
·
„Bibliography of Articles by
Samuel T. Orton.“, p. 7
·
Orton, S. T.: „Specific
Reading Disability - Strephosymbolia.“, p. 9
CONCEPTUAL
BACKGROUNDS
·
Dozier, P.: „Specific Reading
Disability - A Survey.“, p. 19
·
Bender, L.: „Specific Reading
Disability as a Maturational Lag.“, p. 25
·
Gallagher, J. R.: „Specific
Language Disability: Dyslexia.“, p. 45
·
de Hirsch, K.: „Psychological
Correlates of the Reading Process.“, p. 59
·
de Hirsch, K.: „Prediction of
Reading Disability.“, p. 72
DIAGNOSIS
AND TREATMENT OF VARIOUS SYNDROMES
·
Saunders, R. E.: „Dyslexia:
Its Phenomenology.“, p. 75
·
Saunders, R. E.: „Emotional
Growth and Reading Growth.“, p. 83
·
Silver, A. A.: „Diagnostic
Considerations in Children with Reading Disability.“, p. 91
·
Eisenson, J.: „Aphasia and
Dyslexia in Children.“, p. 101
·
Craig, L.: „Teaching the
´Word Deaf´ Child.“, p. 110
·
Durbrow, H. C.: „Children Who
Cannot Write.“, p. 115
·
Jansky, J. J.: „Three Cases
of Writing Disability.“, p. 119
·
King, D. H.: „Written Work in
the Remedial Language Program.“, p. 121
·
Howard, N. W.: „Remedial
Techniques in Developing Written Expression.“, p. 126
·
Sexton, H. A.: „Language
Disability and Mathematics.“, p.130
·
Kaliski, L.: „Specific
Problems in Arithmetic in the Brain-Injured Child.“, p. 134
PUBLIC
SCHOOL PROJECTS
·
Wright, M. S.: „Montgomery
County, Maryland.“, p. 143
·
„A Break-Through in
Maryland´s Law.“, p. 148
·
Hagin, R. A.: „Irvington, New
Jersey.“, p. 149
·
Filbin, R.: „Lincoln,
Massachusetts.“, p. 154
·
Rawson, H.: „Saskatchewan,
Canada.“, p. 158
·
Slingerland, B. H.: „Renton,
Washington.“, p. 161
PREPARATION
OF TEACHERS
·
Orton, S. T. - Kinoy, A. -
Durbow, H. C. - Rawson, A. J.: „Problems in Teacher Training: A Panel
Discussion (1962 Meeting).“, p. 171
·
Childs, S. B.: „A Language
Training Center in Dallas.“, p. 180
·
„The Anna Gillingham Fund for
Training Teachers.“, p. 181
bULLETIN OF THE ORTON SOCIETY
RESEARCH
REPORTS
·
Rabinovitch, R. D.:
„Educational Achievement in Children with Psychiatric Problems - Summary of a
Report Given at the 1963 Orton Society Meeting.“, p. 1
·
Bender, L.: „Discussion.“, p.
5
·
Shaw, Ch. R. - Shaw, Ch. R.:
„Visual Orientation in Reading Disability.“, p. 7
·
Silver, A. A. - Hagin, R. A.:
„Specific Reading Disability: Follow-Up Studies.“, p. 8
·
„Note on The Lamb Chop Test
(Axial Rotation).“, p. 15
·
Bryant, N. D.: „Some
Conclusions Concerning Impaired Motor Development Among Reading Disability
Cases.“, p. 16
·
Bender, L.: „Mental Illness
in Childhood and Heredity.“, p. 18
·
van Riper, C.: „The Speech
Pathologist Looks at Reading.“, p. 23
·
Falck, F. J.: „Stuttering -
Learned and Unlearned.“, p. 29
·
Osgood, Ch. E. - Miron, M.
S.: „Approaches to the Study of Aphasia.“, p. 31
·
Clemments, R. L.: „Obscure
Causes of School Failure - A Pediatric Viewpoint.“, p. 32
·
Goldberg, H. K.: „Dyslexia
and Ophthalmology.“, p. 39
·
Hardy, W. G.: „Dyslexia,
Hearing, and Speech Disorders.“, p. 40
·
Schiffman, G.: „Early
Identification of Reading Disabilities.“, p. 42
THE PROBLEM
OF CEREBRAL DOMINANCE
·
Subirana, A.: „The
Relationship between Handedness and Language Function.“, p. 45
·
Sperry, R. W.: „The Great
Cerebral Commissure.“, p. 67
·
Mountcastle, V. B.:
„Hemispheric Relations and Cerebral Dominance.“, p. 68
SPECIAL
REPORTS
·
Mendelsohn, F. S. - Cowin,
P.: „New York Infirmary Reading Clinic.“, p. 69
·
Green, G. F.: „St.
Bartholomew´s Hospital, London. Greenhill School, Dallas: Language Training Program.“,
p. 78 a 79
·
„Brussels: Special Education
Conference.“, p. 82
·
Borel-Maisonny, S.:
„Utilization de la Lecture.“, p. 85
·
„Education of Retarded
Readers in Denmark.“, p. 86
·
„Reeducation de la Parole:
France.“, p. 88
·
Thompson, L. J.: „Did Lee
Oswald have a Specific Language Disability?“, p. 89
·
Shaffner, A.: „The Last Skill
Acquired. Calvin Tomkins.“, p. 90
·
„Aftermath: Correspondence
with Author.“, p. 94
·
Critchley, M.: „Developmental
Dyslexia.“, p. 95
·
Fries, Ch. C.: „Linguistic
and Reading.“, p. 96
·
Vygotsky, L. S.: „Thought and
Language.“, p. 97
·
Flavell, J. H.: „The
Developmental Psychology of Jean Piaget.“, p. 97
·
Harper, P. A.: „Preventive
Pediatrics: Chap. VI. Communication.“, p. 99
·
Judge Baker Guidance Center:
„Causal Thinking in Latency-Aged Boys.“, p. 99
·
Myklebust, H. R. - Johnson,
D.: „Dyslexia in Children.“, p. 100
·
Boshes, B. - Myklebust, H.
R.: „Neurological and Behavioral Study of Children with Learning Disorders.“,
p. 101
·
Roswell, F. - Natchez, G.:
„Reading Disability: Diagnosis and Treatment.“, p. 102
·
Stuart, M.: „Neurological
Insights into Teaching.“, p. 102
·
Daniels, J. C.: „Reading
Difficulty and Aural Training.“, p. 103
·
Russell, D. H. - Russell, E.
F.: „Listening AIDS.“, p. 103
·
Durrell, D. D.: „Learning to
Read.“, p. 104
·
Hennebert, P. E.: „Troubles
de l´Audition et Dyslexie.“, p. 104
·
Childs, S. B. - de S. Childs,
R.: „Sound Phonics.“, p. 105
·
Childs, S. B. - de S. Childs,
R.: „Sound Spelling.“, p. 105
·
Helson, L. G.: „A First
Course in Remedial Reading.“, p. 105
·
Kottmeyer, W. - Ware, K.:
„Conquests in Reading.“, p. 105
·
Orton, J. L.: „A Guide to
Teaching Phonics.“, p. 109
·
Slingerland, B. H.:
„Screening Tests for Identifying Children with Specific language Disability.“,
p. 110
bULLETIN OF THE ORTON SOCIETY
·
Rawson, M. B.: „Discussion.“,
p. 11
·
Walker, L. - Cole, E. M.:
„Familial Patterns of Specific Reading Disability in a Population Sample: Part
I - Prevalence, Distribution and Persistence.“, p. 12
·
Matìjèek, Z.: „The Care of
Children with Reading Disability in Czechoslovakia.“, p. 24
·
„Letter from the Author.“, p.
31
·
Gibson, E. J.: „Learning to
Read.“, p 32
·
Birch, H. G. - Belmont, L.:
„Auditory and Visual Discrimination in Normal and Retarded Readers.“, p. 48
·
Richardson, B.: „´Two Left
Feet´.“, p. 58
·
MBR: „´A Word,´ Said
Humpty-Dumpty.“, p. 62
ANNA GILLINGHAM
·
Childs, S. B.: „An
Appreciation.“, p. 65
·
Childs, S. B. - McClelland,
J.: „Biographical Sketch.“, p. 65
BOOKS REVIEWS
·
Money, J. „Halpern, L:
Problems of Dynamic Neurology.“, p. 69
·
Childs, R.: „Barnett, L.: The
Treasure of Our Tongue.“, p. 70
·
Hall, R. A.: „Sound and
Spelling in English.“, p. 70
·
Hodgins, E.: „Episode: Report
on the Accident inside My Skull.“, p. 71
BRIEF BOOK NOTES
·
„Medicine and Psychology.“,
p. 71
·
„Language and Linguistic.“,
p. 72
·
„Research Procedures.“, p. 73
·
„Education and Reading
Instruction.“, p. 74
·
„Bibliography.“, p. 74
·
„For Children.“, p. 74
SPECIAL REPORTS
·
„Great Britain.“, p. 75
·
„Australia.“, p. 76
·
„Claremont.“, p. 77
·
„Renton, Washington.“, p. 80
·
„Burlington, Vermont.“, p. 82
·
„New Brunswick, New Jersey.“,
p. 83
THE ORTON SOCIETY
·
„Sally B. Childs: An
Appreciation.“, p. 85
·
„Fifteenth Annual Meeting,
1964.“, p. 87
·
„From the President.“, p. 87
·
„Notes about Members.“, p. 90
·
„Notice of the Sixteenth
Annual Meeting.“, p. 97 ZPÌT DO OBSAHU
bULLETIN OF THE ORTON SOCIETY
ARTICLES
·
Masland, R. L.: „Brain
Mechanisms Underlying the Language Function.“, p. 1
·
Wolf, C. W.: „An Experimental
Investigation of Specific Language Disability (Dyslexia).“, p. 32
·
Silver, A. A. - Hagin, R. A.:
„Strategies of Intervention in the Spectrum of Defects in Specific Reading
Disability.“, p. 39
·
Zerbin-Rudin, E.: „Kongenitale
Wortblindheit oder Spezifische Dyslexie (Congenital Word-Blindness).“, p. 47
·
Vandenberg, S. G.: „Remarks
on Heredity and Dyslexia.“, p. 54
CASE STUDIES
·
Dieter, A.: „A Parent´s
Viewpoint.“, p. 57
·
„´Charles´, ´Allen´ and a
Teen-Age Friend. A Mother´s Letter.“, p. 60
·
Cox, A. R.: „Final Report on
Language Training of ´Stanley Brown´.“, p. 63
·
Graff, V. A.: „Journey Toward
Literacy: Case Study of a Disabled Reader.“, p. 68
·
Hayes, G.: „Want to Marry me?
Learn to Read!“, p. 78
·
Roseman, N.: „A Comfort of
Words.“, p. 78
·
„Semantics 1967.“, p. 80
SPECIAL
REPORTS
·
Stott, M. E.: „The
Personalized Curriculum Program, New Canaan, Conn.“, p. 82
·
„Dyslexia in Other Problem
Areas.“, p. 86
·
„Legislation, Texas, Massachusetts,
Connecticut, New York.“, p. 89
·
„Conferences on Dyslexia and
Related Matters 1966-1967.“, p. 92
REVIEWS
·
Thompson, L. J.: „Orton, S.
T.: ´Word-Blindness´ in School Children and Other Papers on Strephosymbolia
(Specific Language Disability-Dyslexia), 1925-1946), p. 95
·
Rome, P. D.: „Thompson, L.
J.: Reading Disability: Developmental Dyslexia.“, p. 98
·
Cole, E. M.: „Money, J.: The
Disabled Reader, Education of the Dyslexic Child.“, p. 100
·
Masland, M. W.: „de Hirsch,
K. - Jansky, J. J. - Langford, W.: Predicting Reading Failure: A Preliminary
Study.“, p. 102
·
Levine, J.: „Smith, F. -
Miller, G. A.: The Genesis of Language, A Psycholinguistic Approach.“, p. 104
·
Weiss, T. M.: „Bruner, J. S.:
Toward a Theory of Instruction.“, p. 105
·
„Reviews by the Editor.“, p.
109
·
Thompson, L. J.: „A List of
Recent Books on Dyslexia.“, p. 123
·
„Announcement Eighteenth
Annual Meeting.“, p. 124
·
„A Note to Members of the
Orton Society.“, p. 125
bULLETIN OF THE ORTON SOCIETY
ARTICLES
·
Johnson, D. J.: „The Language
Continuum.“, p. 1
·
Cicci, R.: „Johnson, D. J. -
Myklebust, H. R.: Learning Disabilities: Educational Principles and
Practices.“, p. 11
·
Matìjèek, Z.: „Dyslexia, An
International Problem: A Report From Czechoslovakia.“, p. 13
·
Kline, C. L.: „Dyslexia
Quotient: An Index of Reading Ability.“, p. 23
·
„Semantics, 1968 - The
Self-Fulfilling Prophecy.“, p. 31
·
Owen, F.: „Learning
Disabilities in Children: Sibling Studies.“, p. 33
·
„Sink or Swim: Some Pedagogic
Parallels.“, p. 63
·
„Semantics 1968 - II - A Word
Game for Bulletin Readers.“, p. 65
REPORTS
·
„Brief Reports.“, p. 67
·
„Rocky Mountain Educational
Laboratory.“ p. 69
·
Cole, J.: „A Team Approach to
Reading Readiness. Lincoln, Massachusetts.“, p. 71
·
„New Canaan, Connecticut - A
Follow-Up.“, p. 77
·
Strain, R. C.: „Group
Remedial Reading, Lancaster, Texas.“, p. 84
·
„New College Board Provisions
for Dyslexic Students.“, p. 89
REVIEWS
·
Rawson, M. B.: „Childs, S.
B.: Education and Specific Language Disability: The Papers of Anna Gillingham,
1919-1963.“, p. 91
·
Roswell, F.: „Chall, J.:
Learning to Read: the Great Debate.“, p. 94
·
Levine, J.: „Keeney, A. H. -
Keeney, V. T.: Dyslexia: Diagnosis and Treatment of Reading Disorders.“, p. 95
·
Levine, J.: „Rawson, M. B.:
Developmental Language Disability: Adult Accomplishments of Dyslexic Boys.“, p.
97
·
„The Waysiders: The Shadow
Children: Other Books and Papers.“, p. 100
·
„Announcement of the
Nineteenth Annual Meeting.“
bULLETIN OF THE ORTON SOCIETY
ARTICLES
·
Chase, R. A.: „Biological
Dimensions of Language and Language Disorders in Children.“, p. 1
·
Ansara, A.: „The Nature of
Dyslexia.“, p. 18
·
Eustis, R. S.: „Specific
Reading Disability:
·
„Semantics 1969, MBR and
William McConnell.“, p. 65
RESEARCH
REPORTS
·
Kline, C. L. - Lee, N.: „A
Transcultural Study of Children Simultaneously Learning English and Chinese.“,
p. 67
·
Tudor-Hart, B.: „An Experiment
in Teaching Method Using i.t.a. in England.“, p. 81
·
Makar, B. W.: „Elementary
Reading Instruction: A Comparative Study of Two Methods.“, p. 90
·
East, R. C.: „Effectiveness
of Specific Language Disability Techniques on Reading of Potentially Retarded
Readers.“, p. 95
·
Cowin, P. - Graff, V.:
„Comprehensive Treatment of the Older Disabled Reader.“, p. 100
THE DYSLEXIC
CHILD GROWS UP
·
Thompson, L. J.: „Language
Disabilities in Men of Eminence.“, p. 113
·
„The Forgotten Child of
1969?“, p. 121
·
„´Alec Knapp´, College
Freshman, by His Mother.“,, p. 123
·
Kline, C. L.: „The Story of
Jay.“, p. 131
·
Robinson, M. H.: „´Kenneth
Johnson´: A Progress Report on a Search for Literacy.“, p. 134
·
„ Richard: A Follow Up since
1967 Report.“, p. 140
·
„´Harry Wilson´ and the
´Stratostreak´.“, p. 141
·
„´Marty Green´ - A Too-True
Story.“, p. 144
DYSLEXIA IN
THE LITERATURE
·
Levine, J. B.: „The
University of Pennsylvania. Dyslexia
·
Thompson, L. J.: „Myklebust,
H. R.: Progress in Learning Disabilities (Volume 1).“, p. 149
·
Clemments, R. L.: „Bakwin,
H.: Developmental Disorders of Motility and Language.“, p. 152
·
Hudson, B. W.: „Gordon, S.:
Facts about Sex.“, p. 153
·
„Patterns of Impairment in
Specific Reading Disability: Children with Reading Problems: Teaching Black Children
to Read: Other Books and Papers.“, p. 154
·
„News Notes.“, p. 165
·
„´What´s in a Name?´“, p. 166
·
„Announcement: Twentieth
Anniversary Conference.“
bULLETIN OF THE ORTON SOCIETY
·
„Samuel T. Orton Award.“, p.
4
·
Lenneberg, E. H.: „The
Neurobiology of Language: Practical Applications.“, p. 7
·
Silver, A. A.: „Discussion to
Lenneberg.“, p. 14
·
Gomez, M. R.: „Neurologic
Approach to Specific Language Disability.“, p. 17
·
Sladen, B. K.: „Inheritance
of Dyslexia.“, p. 30
·
White, S. H.: „Some General
Outlines of the Matrix of Developmental Changes between Five and Seven Years.“,
p. 41
·
deS. Childs, R.: „Language
Problems of Science Students and Their Implications.“, p. 57
·
Bright, G.: „The Adolescent
with Scholastic Failure.“, p .59
·
Jacobson, V. - Jones, A. W. -
Taylor, K. - Munter, L.: „Learning Through Movement.“, p. 66
·
Buktenica, N. A.: „Perceptual
Screening: Toward Identification, Prediction and Prevention of Reading
Disabilities.“, p. 72
·
Oliphant, G.: „A Study of
Factors Involved in Early Identification of Specific Language Disability.“, p.
81
·
Wells, B.: „A Parent´s
Experiences.“, p. 95
·
Saunders, R. E. - Malin, D.
H.: „Parents as Tutorial Participants: An Experiment.“, p. 99
·
„Semantics 1970-A, MBR.“, p.
101
·
Rawson, M. B.: „The Structure
of English: The Language to Be Learned.“, p. 103
·
Gillingham, A.: „How New is
Modern Education?“, p. 123
·
Thompson, L. J.: „Reviews and
Reports: Critchley, M.: The Dyslexic Child.“, p. 125
·
„Semantics 1970-B: An Essay
Review, MBR.“, p. 128
STAFF
REVIEWS
·
„Books.“, p. 131
·
„Journals.“, p. 140
·
„From Abroad.“, p. 147
THE ORTON
SOCIETY
·
„Policy Statement.“, p. 152
·
„1970 Annual Meeting
Announcement.“
bULLETIN OF THE ORTON SOCIETY
·
„Foreword.“, p. 1
·
„Samuel T. Orton Award.“, p.
4
THE RIGHT TO
READ-REEMPHASIZED
·
McC. Mathias, Ch.:
„Introduction.“, p. 9
·
Allen, J. E.: „Address.“, p.
11
·
Silver, A. A. - Jones, A. W.
- de Hirsch, K.: „Responses.“, p. 15
PERSPECTIVES
OF SPECIFIC LANGUAGE DISABILITY
·
Rawson, M. B.: I. The Past -
What Has Been Learned?“, p. 22
·
Saunders, R. E.: II. The
Present - Where Do We Stand?“, p. 35
·
Hagin, R. A.: III. The Future
- What Are Significant Trends?“, p. 44
·
Matìjèek, Z.: „Dyslexia:
Diagnostic and Treatment Findings.“, p. 53
·
Rome, H. D.: „The Psychiatric
Aspects of Dyslexia.“, p. 64
·
Liberman, I. Y.: „Speech and
Lateralization of Language.“, p. 71
·
„Semantics 1971, MBR.“, p. 87
LANGUAGE
PROGRAMS IN PUBLIC SCHOOLS
·
Enfield, M. L.: „Bloomington,
Minnesota.“, p. 95
·
Anonymous: „Quo Vadis?
(Poem)“, p. 94
REVIEWS AND
REPORTS
·
Benton, A. L. - Masland, M.
W. - Levine, J. B. - Kline, C. L.: „The Scientific Matrix.“, p. 111
·
The Editors: „The Educational
Matrix.“, p. 127
·
Oliphant, G. G.: „Diagnostic
and Prescriptive Teaching.“, p. 139
·
„Report from Britain.“, p.
148
·
„In Retrospect - Iowa
Revisited.“, p. 149
THE ORTON
SOCIETY
·
„What´s in a Name? - Policy
Statement - General
·
„1971 Annual Meeting
Announcement.“
bULLETIN OF THE ORTON SOCIETY
·
„The 1971 Samuel T. Orton Award.“, p. 1
·
Geschwind, N.: „Anatomical
Evolution and the Human Brain.“, p. 7
·
Orlando, Ch. P.: „Measures of
Handedness as Indicators of Language Lateralization.“, p. 14
·
Oliphant, G.: „Auditory
Perception and Reading Disability.“, p. 27
·
Sladen, B. K.: „Some Genetic
Aspects of Dyslexia.“, p. 41
·
Symmes, J. S.. „Deficit
Models, Spatial Visualization, and Reading Disability.“, p. 54
·
Leong, Ch. K.: „An Oblique
Glance at Reading Disability.“, p. 69
·
Bakker, D.: „Temporal Order
in Disturbed Reading.“, p. 80
·
Laurita, R. E.: „Frustration
and Reading Problems.“, p. 84
·
McLeod, J.: „´It´s the Same
the Whole World Over...´“, p. 98
·
Welchman, M.. „Reflections of
a British Visitor.“, p. 104
·
Rawson, M. B.: „Dyslexia
International - 1971.“, p. 106
·
Sarason, S. B.: „The Special
Child in the School - Report on a Paper.“, p. 117
·
Ansara, A.: „Language Therapy
to Salvage the College Potential of Dyslexic Adolescents.“, p. 123
·
Dannenhower, H. S.: „Teaching
Adults with Specific Language Disability.“, p. 140
·
Rak, E.: „Mr. B.“, p. 153
·
Singerland, B. H.:
„Preventive Teaching Programs in the Classroom: A General Education
Responsibility.“, p. 156
·
Strong, L. R.: „The
Spanish-Speaking Dyslexic Child.“, p. 164
·
Rawson, M. B.: „Semantics
1972-I - ´Theoretical´ and ´Applied´ Science.“, p. 166
·
Rawson, M. B.: „Semantics
1972-II - Is ´Labelling´´Bad´?“, p. 168
·
Rak, E.: „Adults with
Dyslexia - Report of a Seminar.“, p. 171
REVIEWS
·
„Books and Booklets.“, p. 175
·
„Journals.“, p. 188
·
„Apparatus.“, p. 194
·
„A Statement of Policy.“, p.
195
·
„´What´s in a Name?´“, p. 196
·
„Facts about the Orton
Society.“, p. 198
·
„Membership in the Orton
Society.“, p. 199
·
„Orton Society
Publications.“, p. 201
bULLETIN OF THE ORTON SOCIETY
·
„The 1972 Samuel T. Orton
Award.“, p. 1
·
Critchley, M.: „Some Problems
of the Ex-Dyslexic.“, p. 7
·
Bakker, D. J.: „Hemispheric
Specialization and Stages in the Learning-to-Read Process.“, p. 15
THE
INTERNATIONAL SCENE
·
Thompson, L. J.:
„Introduction.“, p. 28
·
Strong, L.: „Language
Disability in the Hispano-American Child.“, p. 30
·
Markiewicz, J. - Zakrezewska,
B.: „Dual Remedial Training of Dyslexic Children in Poland.“, p. 39
·
Manning-Thomas, M.: „A
Remedial Program for a Senior School in England.“, p. 52
·
Wagner, R. F.: „Rudolf
Berlin: Originator of the Term Dyslexia.“, p. 57
DIAGNOSIS
AND TREATMENT
·
Liberman, I. Y.:
„Segmentation of the Spoken Word and Reading Acquisition.“, p. 65
·
Jansky, J. J.: „Early
Prediction of Reading Problems.“, p. 78
·
Tower, D. M.: „A Kindergarten
Screening Index to Predict Reading Failure.“, p. 90
·
Boder, E.: „Developmental
Dyslexia - Prevailing Concepts and a New Diagnostic Approach.“, p. 106
·
Ansara, A.: „The Language
Therapist as a Basic Mathematics Tutor for Adolescents.“, p. 119
·
Rawson, M. B.: „Semantics
1973 - Diagnostic Categories: Their Use and Misuse.“, p. 140
PERSONAL AND
SOCIAL STUDIES
·
Kline, C. L. - Kline, C. L.:
„Severe Reading Disabilities: The Family´s Dilemmas.“, p. 146
·
McClelland, J.: „Shadow and
Substance of Specific Language Disability: A Longitudinal Study.“, p. 160
·
Rawson, M. B.: „Jeff - A Case
Study.“, p. 182
·
Anonymous: „Dyslexia - As
Universal as Language.“, p. 186
·
Tower, D. M.: „Books and
Children - An Open Letter from a Mother to Her Married Children.“, p. 188
REVIEWS
·
„General.“, p. 194
·
„Specific Language
Disability.“, p. 199
·
„Instructional Materials.“, p.
207
·
„Reference and Miscellany.“,
p. 212
·
„A Statement of Policy.“, p.
216
·
„´What´s in a Name?´“, p. 217
·
„Facts about the Orton
Society.“, p. 219
·
„Membership in the Orton
Society.“, p. 220
bULLETIN OF THE ORTON SOCIETY
·
„The 1973 Samuel T. Orton
Award.“, p. 1
·
Duane, D. D.: „A Neurologic
Overview of Specific Language Disability for the Non-
-Neurologist.“, p. 5
·
Sladen, B. K.: „The Evolution
of Human Capacity for Language.“, p. 37
A SALUTE TO
ANNA GILLINGHAM
·
McCelland, J.: „A Pupil for
Life.“, p. 48
·
Childs, S. B.: „The Anna
Gillingham I Knew.“, p. 50
·
Slingerland, B. H.: „Memories
of Anna Gillingham: A Human Being Like the Rest of Us.“, p. 55
·
Rawson, M. B.: „The
Self-Concept and the Cycle of Growth.“, p. 63
·
Childs, S. B.: „Advances in
English Spelling.“, p. 77
·
Bannatyne, A.: „Reading: An
Auditory-Vocal Process.“, p. 87
·
Saunders, R. E.: „A
Diagnostic and Prescriptive Child Study Center for Children with Specific
Learning Disabilities. Tribute to Dr. Gertrude E. Justison.“, p. 103
·
Little, S. J. - Savage, M. -
Somers, K. - Taylor, A. A. - Tinney, F. - Werblood-
-Manges, S.: „I. Overview of the Child Study Center.“, p. 106
·
Alexander, E. E.: „II. Two
Principals Describe the Program in Their Schools. 1. First-
-Year Implementation of the Child Study Program in the Clarksville Elementary
School.“, p. 122
·
Kellam, S. R.: „II. Two
Principals Describe the Program in Their Schools. 2. Influence of the Child
Study Center on Elementary School Programming.“, p. 127
·
Ley, D. - Metteer, R.: „The
Mainstream Approach for the SLD Child: A Public School Model.“, p. 130
·
Herbert, J. R.: „Specific
Language Disability in Secondary Schools.“, p. 135
·
McClelland, J.: „Adolescents:
It´s Never Too Late to Learn.“, p. 141
·
Gow, D. W.: „Dyslexic
Adolescent Boys: Classroom Remediation Is Not Enough.“, p. 154
·
Hogenson, D. L.: „Reading
Failure and Juvenile Delinquency.“, p. 164
·
Phillips, N. - Bright, G. -
Berg, R. - Nowell, F.: „The Dyslexic Copes.“, p. 170
THE
INTERNATIONAL SCENE
·
Newell, C.: „Dyslexia in
Europe - I.“, p. 174
·
Trusdell, M. L.: „Dyslexia in
Europe - II.“, p. 181
·
„Awards Presented by the New
York Branch of the Orton Society.“, p. 192
·
„Semantics 1974 - What is S.
L. D.?“, p. 196
·
„Reviews.“, p. 197
·
„A Statement of Policy.“, p.
216
·
„What´s in a Name?“, p. 217
·
„Facts about the Orton
Society.“, p. 219
·
„Membership in the Orton
Society.“, p. 219
·
„Branch Presidents.“, p. 221
bULLETIN OF THE ORTON SOCIETY
·
„The Samuel T. Orton Award
for 1974.“, p. 1
·
Bender, L.: „A Fifty-Year
Review of Experiences with Dyslexia.“, p. 5
·
Silver, A. A. - Hagin, R. A.:
„Fascinating Journey: Paths to the Prediction and Prevention of Reading
Disability.“, p. 24
·
Cox, A. R.: „Tutorial and
Group Instruction in a Hospital Language Research Unit.“, p. 37
·
de Hirsch, K.: „Cluttering
and Stuttering.“, p. 57
·
Jansky, J. J.: „The
Marginally Ready Child.“, p. 69
·
Danwitz, M. W.. „Early Speech
and Language Problems.“, p. 86
·
Satz, P. - Friel, J. -
Goebel, R. A.: „Some Predictive Antecedents of Specific Reading Disability: A
Three-Year Follow-Up.“, p. 91
·
Leong, C. K.: „Dichotic
Listening with Related Tasks for Dyslexics-Differential Use of Strategies.“, p.
111
·
Kline, C. L. - Kline, C. L.:
„Follow-Up Study of 216 Dyslexic Children.“, p. 127
Samuel T. Orton, M. D. Who Was He?
·
Orton, J. L. - Tompson, L. J.
- Bucy, P. C. - Bender, L. - Robinson, M. H. - Rome, P. D.: „Part I.
Biographical Sketch and Personal Memories.“, p. 145
·
Masland, R. L.: „Part II.
Samuel T. Orton - Yesterday and Today In Neurology.“, p. 156
·
Rawson, M. B.. „Part III.
Samuel T. Orton - Yesterday and Today In Education.“, p. 160
·
„Dyslexia International.“, p.
163
TWO DYSLEXIC
GIRLS GROW UP
·
Steingard, P. - ´Gail´: „The
Unheard Cry -Help Me! A Plea to Teachers of Dyslexic Children.“, p. 178
·
´Baker, L.´: „I Am Me!“, p.
185
·
„Reviews.“, p. 200
·
„Instructions to
Contributors.“, p. 216
bULLETIN OF THE ORTON SOCIETY
·
„The Samuel T. Orton Award
for 1975 to Richard L. Masland.“, p. 2
·
„The New York State Branch of
the Orton Society 1976 Award to Mary Wooton Masland, M. A.“, p. 7
·
Masland, R. L.: „The Advantages
of Being Dyslexic.“, p. 10
·
Pollack, C.:
„Neuropsychological Aspects of Reading and Writing.“, p. 19
·
Usprich, C.: „The Study of
Dyslexia: Two Nascent Trends and a Neuropsychological Model.“, p. 34
·
Oliphant, G. G.. „The Lens of
Language.“, p. 49
·
Hall, E. T.. „Small Group
Instruction for Language Skills Improvement.“, p. 63
·
Bain, A. M.: „Written
Expression - The Last Skill Acquired.“, p. 79
·
Herbert, M.-A. -
Czerniejewski, C.: „Language and Learning Therapy in a Community College.“, p.
96
Living with Children in Home and Classroom
·
Caplan, P. J.: „Helping
Parents Help Their Children.“, p. 108
·
Wood, M. H.. „The Dyslexic in
the General Classroom.“, p. 124
·
„Reviews.“, p. 141
bULLETIN OF THE ORTON SOCIETY
·
„The Samuel T. Orton Award
for 1976 to Roger E. Saunders.“, p. 1
·
Matìjèek, Z.: „Specific
Learning Disabilities.“, p. 7
·
McKeever, W. F.: „Lateralized
Tachistoscopic Recognition, Cerebral Dominance, and Dyslexia.“, p. 26
·
Bakker, D. J. - Van Rijnsoever,
R.: „Language Proficiency and Lateral Position in the Classroom.“, p. 37
·
Epstein, A. G.: „Tests for
Assessment of Language Development.“, p. 54
·
Miles, N. C. - Miles, T. R.:
„Dyslexia as a Limitation in the Ability to Process
·
Kline, C. L.:
„Orton-Gillingham Methodology: Where Have All of the Researchers Gone?“, p. 82
·
de Hirsch, K.: „Interactions
between Educational Therapist and Child.“, p. 88
·
Tarnopol, M.: „Reading
Problems Worldwide.“, p. 102
·
Klasen, E.: „Learning
Disabilities in German Children.“, p. 112
·
Welchman, M.: „Dyslexia in
English Independent Systems.“, p. 127
·
Tarnopol., L. - Breed, J. S.
- Tarnopol., M. - Ozaki, M.: „Learning Disabilities in Minority Adolescents.“,
p. 132
·
Smelt, E. D.: „Teaching ´The
Language as It Is´.“, p. 149
·
Stern, M. B.: „Structural
Arithmetic and Children with Learning Disabilities.“, p. 171
·
Heller, T. P.: „Project
Succeed: A Volunteer System in Action.“, p. 183
·
McClelland, J.: „The Shadow
and Substance of Specific Language Disability.“, p. 187
·
Rawson, M. B.: „Dyslexics as
Adults: The Possibilities and the Challenge.“, p. 193
·
„June Lyday Orton,
1898-1977.“, p. 198
·
„Reviews.“, p. 204
bULLETIN OF THE ORTON SOCIETY
·
„The Samuel T. Orton Award
for 1978 to Paula Dozier Rome.“, p. 1
·
Chall, J. S.: „On Reading:
Some Thoughts on the Old and the New.“, p. 6
ISSUES OF
DEFINITION
·
Critchley, M.: „A Brief
Historical Review of Language Disorders.“, p. 19
·
Masland, R. L.: „Subgroups in
Dyslexia: Issues of Definition.“, p. 23
·
Jansky, J. J.: „Specificity
and Parameters in Defining Dyslexia.“, p. 31
·
Eisenberg, L.: „Reading
Disorders: Strategies for Recognition and Management.“, p. 39
·
Duane, D. D.: „Toward a
Definition of Dyslexia: A Summary of Views.“, p. 56
NEUROLOGICAL
CONCEPTS OF DYSLEXIA
·
Geschwind, N.: „Asymmetries
of the Brain: New Developments.“, p. 67
·
Hier, D. B.: „Sex Differences
in Hemispheric Specialization: Hypothesis for the Excess of Dyslexia in Boys.“,
p. 74
·
Bakker, D. J.: „Hemispheric
Differences and Reading Strategies: Two Dyslexias?“, p. 84
·
Fried, I.: „Cerebral
Dominance and Subtypes of Developmental Dyslexia.“, p. 101
LINGUISTIC
SKILLS AND DYSLEXIA
·
Leong, Ch. K.: „Children´s
Concepts of Language in Learning to Read.“, p. 115
·
Calfee, R. - Spector, J. -
Piontkowski, D.: „Assessing Reading and Language Skills: An Interactive
System.“, p. 129
·
Weaver, P. A. - Dickinson, D.
K.: „Story Comprehension and Recall in Dyslexic Students.“, p. 157
·
Bryan, T. H.: „Communication
Competence in Reading and Learning Disabilities.“, p. 172
EDUCATIONAL
APPROACHES IN DYSLEXIA
·
Rawson, M. B.: „Beyond the
Alphabet: From Competent Reader to Avid Reader.“, p. 191
·
Cole, E. M.: „Dyslexia:
Implications for Diagnosis and Treatment.“, p. 205
·
Oliphant, G. G.: „Program
Planning for Dyslexic Children in the General Classroom.“, p. 225
·
Litcher, J. H. - Roberge, L.
P.: „First-Grade Intervention for Reading Achievement of High Risk Children.“,
p. 238
·
Ellis, W.: „The School
Principal as Advocate for the Child with Learning Differences.“, p. 245
·
Dailey, E. A. K. - Hall, E.
T.: „Supplementary English for Specific Language Disabilities: Two Independent
School Approaches.“, p. 251
·
Cordoni, B.: „Assisting
Dyslexic College Students: An Experimental Program Design at a University.“, p.
263
·
Svien, K. - Sherlock, D.:
„Dyscalculia and Dyslexia.“, p. 269
·
„Reviews.“, p. 277
bULLETIN OF THE ORTON SOCIETY
·
„The Samuel T. Orton Award
for 1980 to Helene C. Durbrow.“, p. 1
·
„The Samuel T. Orton Award
for 1980 to Leon Eisenberg, M. D.“, p. 7
LINGUISTIC
AND COGNITIVE FUNCTIONING IN DEVELOPMENTAL DYSLEXIA
·
Menyuk, P. - Flood, J.:
„Linguistic Competence, Reading, Writing Problems and Remediation.“, p. 13
·
Newcombe, F. - Marshall, J.
C.: „On Psycholinguistic Classifications of the Acquired Dyslexias.“, p. 29
·
Rapin, I.: „Disorders of
Higher Cerebral Function in Children: New Investigative Techniques.“, p. 47
·
Kagan, J. - Moore, M. J.:
„Retrieval and Evaluation of Symbolic
INVESTIGATIONS
IN ASPECTS OF DEVELOPMENTAL DYSLEXIA
·
Rourke, B. P. - Fisk, J. L.:
„Socio-Emotional Disturbances of Learning Disabled Children: The Role of
Central Processing Deficits.“, p. 77
·
Rudel, R. G.: „Residual
Effects of Childhood Reading Disabilities.“, p. 89
·
Annette, M.: „The Right Shift
Theory of Handedness and Developmental Language Problems.“, p. 103
·
Cook, L.: „Misspelling
Analysis in Dyslexia: Observation of Development Strategy Shifts.“, p. 123
·
LeMay, M.: „Are There Radiological
Changes in the Brains of Individuals with Dyslexia?“, p. 135
INTERVENTION
STRATEGIES FOR DEVELOPMENTAL DYSLEXIA
·
Jansky, J. J.: „The Clinician
in the Classroom - A First Grade Intervention Study.“, p. 145
·
Feldman, R. S.: „Classroom
Observations of First-Graders and Teachers in an Experimental Reading
Program.“, p. 165
·
Camp, L. W. - Winbury, N. E.
- Zinna, D.: „Strategies for Initial Reading Instruction.“, p. 175
·
Enfield, M. L. - Greene, V.
E.: „There Is a Skeleton in Every Closet.“, p. 189
·
Ballesteros, D. A. - Royal,
N. L.: „Slingerland - SLD Instrument as a Winning Voluntary Magnet Program.“,
p. 199
·
Reed, J. C.: „Evaluation of
the Dyslexic Child - Then What?“, p. 213
CURRENT
PRACTICES ABROAD
·
van der Leij, A.:
„Remediation of Reading-Disabled Children by Presenting Text Simultaneously to
Eye and Ear.“, p. 229
·
Welchman, M.: „The Current
Status of Dyslexia in Great Britain.“, p. 245
·
„Reviews.“, p. 253
holding times
·
Prekop, J.: „Die Liebe
beginnt unter der Nestwärme.“, p. 1-2
·
„Gibt es ein Leben nach der
Entbindung?“, str. 2
·
„Wie die Mütter ohne Anleitung
festgehalten haben.“, p. 3
·
Prekop, J.: „Eine Laudatio an
Annette Austermann.“, p. 4-5
·
Streicher, G.: „Eine Erfahrung
des Festhaltens.“, p. 5
·
„Was ist Leben? - Fotoserie.“,
p. 6
·
„Adressen der
Festhaltetherapeuten.“, p. 7-8
·
„Wir suchen ein neues Logo.“, p.
9
·
„Institute Prekop.“, p. 10-12
·
„Eine schöpferische Kraft der
Sprache.“, p. 12
·
Gallardo, L. R. - Heres, L.:
„Aussöhnung mit lebenden oder toten Eltern.“, p. 13
·
Prekop, J.: „Zur Erinnerung an
Dr. med. Ingo Gerstenberg.“, p. 14-15
·
„Öffentliche Vorträge mit Jirina
Prekop.“, p. 16-19
·
„Therapeutische Seminare mit und
ohne Jirina Prekop.“, str. 18-19
·
„Grundlagen- und
Selbsterfahrungsseminare.“, p. 20-21
·
„Buchempfehlungen.“, p. 22-23
·
„Impressum.“, p. 24
PUBLISHED BY THE NEW YORK ACADEMY OF SCIENCES
·
Heginbotham, S. J.: „The
Power of HIV-Positive Thinking.“, p. 38-42
(„When
desperate men insisted that good testing procedures were killing them, they
changed the practice of medical research. Can science afford to be this
democratic?“)
(„Can new findings about the genetics of
Alzheimer´s disease ward off this callous thief of mind and spirit?“)
·
Gould, S. J.: „On Common
Ground: Individuality. Cloning and the Discomfiting Cases of Siamese Twins.“,
p. 14-16
·
Bilger, B.: „Cell Block.“, p.
17-19
(„Moral
relativism and news of practical benefits are nudging human cloning toward
public acceptance, even as the first laws are written to ban it.“)
·
Meade, H. M.: „Dairy Gene.“,
p. 20-25
(„Complex
human proteins are the haute cuisine of the biotech world. But with a little
help from cloning and farm animals, biologists are turning them into
pharmaceutical fast food.“)
·
Gurdon, J. B.: „The Birth of
Cloning.“, p. 26-31
(„Contrary
to the popular impression, Dolly did not spring full grown from Ian Wilmut´s
ingenuity.“)
·
Di Berardino, M. A. -
McKinnell, R. G.: „Backward Compatible.“, p. 32-37
(„Advances
in cloning have shown that many kinds of cells can be ´reprogrammed´ to make an
entire organism.“)
·
Ribalow, M Z.: „Take Two.“,
p. 38-41
(„Have
movies about cloning prepared us for the real thing?“)
·
Michod, R. E.: „What Good is
Sex?“, p. 42-46
(„Asexual
replication has its temptations - no commitments, no hang-ups, no condoms - but
only love can mend genetic parts.“)
·
Hart, R. - Turturro, A. -
Leakey, J.: „Born Again?“, p. 47-51
(„Does
Dolly the sheep bear the scars of her mother´s aging DNA, or does cloning
somehow restore genes to a state of infant grace?“)
·
Bouchard, T. J.: „Whenever
the Twain Shall Meet.“, p. 52-57
(„If
human clones were ever born, how closely would they resemble their parents?
Studies of identical twins reared apart provide a pertinent benchmark.“)
·
Kitcher, P.: „Whose Self Is
It, Anyway?“, p. 58-62
(„When would human cloning be a morally
acceptable choice, and when a mere exercise in vanity? Would it always
transgress Kant´s injunction to treat others as ends in themselves?“)
(„In the thin air of the Himalayas, linguists
discover that speech and thought are inextricably linked.“)
·
Rotman, B.: „The Truth about
Counting.“, p. 34-39
(„Enormous numbers, like curved spaces, can
follow ´non-Euclidean´ rules.“)
·
Small, M. F.: „Family
Values.“, p. 40-44
(„Among humanity´s closest biological cousins,
the stirrings of a moral code.“)
(„Environmental disruptions and international
travel have brought on a new era in human illness, one marked by diabolical new
diseases.“)
·
Gould, S. J.: „Divide and
Conquer.“, p. 30-31
(„The
´obvious´ distinction between organism and mineral is only two centuries old.“)
·
Mechner, D. A.: „All Systems
Go.“, p. 32-37
(„Can a machine think like a person? With Deep
Blue, computer chess sidestepped the question, but a more ancient game may lead
to an answer.“)
·
Bilger, B.: „The Secret
Garden.“, p. 38-43
(„Long a woman´s best weapon against society´s
reproductive demands, herbs were repressed for millennia. Now new
contraceptives are getting the same treatment.“)
·
Walterscheid, E.: „Ill Wind.“,
p. 10-11
(„Living
with the threat of biological terrorism.“)
·
Laber, E.: „Fried Couch
Potatoes.“, p. 12
(„How
TV can REALLY make you sick.“)
·
Peele, S.: „All Wet.“, p.
17-21
(„The
gospel of abstinence and twelve-step, studies show, is leading American alcoholics
astray.“)
·
Abusharaf, R. M.: „Unmasking
Tradition.“, p. 22-27
(„A
Sudanese anthropologist confronts female ´circumcision´ and its terrible
tenacity.“)
·
Antia, M.: „Twisted.“, p. 10
(„Experimental
magic with single molecules of DNA.“)
·
Finkbeiner, A. K.: „Getting
Through the Sleep Gate.“, p. 14-18
(„Make
a better sleeping pill and the world will beat a path to your door. So why
hasn´t it been done?“)
·
Hayes, B.: „Odd Numbers.“, p.
35-40
(„Mathematical
genius is rare enough. Cloaked in madness, or wrapped in serious eccentricity,
it´s the stuff legends are made of.“)
·
Marschall, L. A.: „Prisoners
of Sex.“, p. 44-46
(Is
an intersexual person condemned to a life of dissembling and heartbreak?“)
·
Dawkins, R.: „Arresting
Evidence.“, p. 20-25
(„DNA
fingerprinting, still hotly contested, can be dead-on accurate. But does a
national DNA database threaten privacy more than it does criminals?“)
·
Small, M. F.: „A Woman´s
Curse?“, p. 24-29
(„Why
do cultures the world over treat menstruating women as taboo? An anthropologist
offers a new answer - and a challenge to Western ideas about contraception.“)
·
Sapolsky, R. M.: „Nursery
Crimes.“, p. 20-25
(„What
kind of mother poisons her child to fake an exotic illness, then enlists an
unsuspecting medical system to treat it?“)
·
Storey, K. B. - Storey, J. M.: „Lifestyles of the Cold and Frozen.“, p. 33-37
(„Whether supercooled or stiff as icicles, some animals can
survive the harshest winters. Their tricks may one day benefit diabetics and
organ-transplant recipients.“)
·
Fauza, D. O.: „The Littlest
Patient.“, p. 34-38
(„Surgeons
have begun cutting open the womb to repair defects in the unborn. But can
society adjust to the consequences of routine fetal surgery?“)
·
Aunger, R.: „Culture
Vultures.“, p. 36-42
(„The latest
from culturology: infectious, self-replicating social analogues of genes. But
do the ends of explanation justify the memes?“)
(„Intelligent
rationing by physicians is the first step to a health-care system that society
can afford.“)
·
Mastro, J. G.: „Signal to
Noise.“, p. 32-37
(„Can
high-tech analysis discover a language hidden amidst the bleats and whistles of
dolphins?“)
·
Schlozman, S. C.: „Fits and Starts.“,
p. 28-42
(„New
studies suggest that strep infection could trigger Tourette syndrome in
children with a genetic predisposition to the ailment. But such a biological
emphasis fails to capture the syndrome´s psychological complexities.“)
·
Thornhill, R. - Palmer, C.
T.: „Why Men Rape.“, p. 30-36
(„Prevention
efforts will founder until they are based on the understanding that rape
evolved as a form of male reproductive behavior.“)
+ Letters
from readers: „Just Why DO Men Rape.“, p. 3-5 (Vol. 40, Nr. 2, March/April
2000)
Volume 40,
Number 2, March/April 2000
·
Sapolsky, R. M.: „Genetic
Hyping.“, p. 12-15
(„While
the media lauded the smarts of the ´Doogie´ mouse, another study quietly
undermined much of the ballyhoo about links between genetics and behavior.“)
Volume 40,
Number 3, May/June 2000
·
Stanford, C. B.: „The
Cultured Ape?“, p. 38-43
(„Peel
away the trappings of culture, and what do you get? Some say, biology. Others
beg to differ.“)
Volume 41,
Number 2, Spring 2001
·
Martineau, B.: „Food Fight.“,
p. 24-29
(„The
short, unhappy life of the Flavr Savr tomato.“)
·
Harnad, S.: „No Easy Way
Out.“, p. 36-42
(„Explaining
consciousness - the how and why of human feeling - is such a hard problem that
it may never yield to cognitive science.“)