Learning: Dyslexia and Et Al.
Literature Review: An International Perspective on
Dyslexia
* Table of Contents Table of Contents 2 Executive Summary 2 Background 2 Methodology 4 Findings 4 1. Introduction 10 2. International Definitions 12 3. Causes and Characteristics of Dyslexia 19 4. Identification of Dyslexia 24 4.1 Dyslexia Early Screening Test (DEST) 25 4.2 Cognitive Profiling System (CoPS) 32 4.3 Wechsler Intelligence Test for Children (WISC) 34 4.4 Response to Intervention (RTI) 35 5. Intervention and Support 39 6. Long-Term Prospects of Dyslexics 56 7. Language and Dyslexia 60 7.1 The Impact of Orthographic Consistency on Dyslexia 61 7.2 The Impact of Alphabetic and Logographic Language Systems on Dyslexia 63 8. Conclusions 67 9. References 69 APPENDIX 1-other tests available to identify dyslexic individuals 84 APPENDIX 2-other commercial intervention programs 86 APPENDIX 3-summary of issues raised during peer review process 86
* Executive Summary * Background
Literacy is one of the competencies necessary for effective participation in modern life and is a prerequisite for the achievement of many other essential competencies, both generic and specific. It underpins access to all learning areas across the curriculum. New Zealand has a good reputation for the literacy achievement of its students, but it also has a system where a number of learners are not achieving well by international standards2. There is a group of students who experience persistent and on-going difficulties in literacy, and recently there have been particular questions as to whether the current education system is meeting the needs of a group of students with specific learning disabilities (SLD), in particular those commonly referred to as dyslexia.
Dyslexia is an often misunderstood, confusing term for
Dyslexia
* Table of Contents Table of Contents 2 Executive Summary 2 Background 2 Methodology 4 Findings 4 1. Introduction 10 2. International Definitions 12 3. Causes and Characteristics of Dyslexia 19 4. Identification of Dyslexia 24 4.1 Dyslexia Early Screening Test (DEST) 25 4.2 Cognitive Profiling System (CoPS) 32 4.3 Wechsler Intelligence Test for Children (WISC) 34 4.4 Response to Intervention (RTI) 35 5. Intervention and Support 39 6. Long-Term Prospects of Dyslexics 56 7. Language and Dyslexia 60 7.1 The Impact of Orthographic Consistency on Dyslexia 61 7.2 The Impact of Alphabetic and Logographic Language Systems on Dyslexia 63 8. Conclusions 67 9. References 69 APPENDIX 1-other tests available to identify dyslexic individuals 84 APPENDIX 2-other commercial intervention programs 86 APPENDIX 3-summary of issues raised during peer review process 86
* Executive Summary * Background
Literacy is one of the competencies necessary for effective participation in modern life and is a prerequisite for the achievement of many other essential competencies, both generic and specific. It underpins access to all learning areas across the curriculum. New Zealand has a good reputation for the literacy achievement of its students, but it also has a system where a number of learners are not achieving well by international standards2. There is a group of students who experience persistent and on-going difficulties in literacy, and recently there have been particular questions as to whether the current education system is meeting the needs of a group of students with specific learning disabilities (SLD), in particular those commonly referred to as dyslexia.
Dyslexia is an often misunderstood, confusing term for
References: Aaron, P. G. (1997). The Impending Demise of the Discrepancy Formula. Review of Educational Research, 67, 461-502. Abu-Rabia, S.; Share, D.; Mansour, M Alexander, A. W.; Slinger-Constant, A-M. (2004). Current Status of Treatments for Dyslexia: Critical Review. Journal of Child Neurology, 19, 744-758. Alm, J.; Anderson, J Anderson, M. L. (2003). Embodied Cognition: A Field Guide. Artificial Intelligence, 149, 91-130. Ansara, A.; Geschwind, N.; Galaburda, A Blomert, L.; Mitterer, H.; Paffen, C. (2004). In Search of the Auditory, Phonetic, and/or Phonological Problems in Dyslexia: Context Effects in Speech Perception. Journal of Speech, Language, and Hearing Research, 47, 1030-1047 Boetsch, E. A.; Green, P. A.; Pennington, B. F. (1996). Psychosocial Correlates of Dyslexia across the Lifespan. Development and Psychopathology, 8, 539-562. Borstrom, I.; Elbro, C British Dyslexia Association. (2005). Practical Solutions to Identifying Dyslexia in Juvenile Offenders. British Psychological Society Brown, E. E.; Eliez, S.; Menon, V.; Rumsey, J. M.; White, C. D.; Reiss, A. L. (2001). Preliminary Evidence of Widespread Morphological Variations of the Brain in Dyslexia, Neurology, 56, 781-783. Burns, M Chan, C. K. K.; Siegel, L. S. (2001). Phonological Processing in Reading Chinese among Normally Achieving and Poor Readers. Journal of Experimental Child Psychology, 80, 23-43. Chapman, J Chapman, J. W.; Tunmer, W. E.; Prochnow, J. E. (2000). Early Reading Related Skills and Performance, Reading Self-Concept, and the Development of Chapman, J. W.; Tunmer, W. E.; Allen, R. (2003). Findings from the International Adult Literacy Survey on the Incidence and Correlates of Learning Disabilities in Clay, M. M. (2001). Change over Time of Children’s Literacy Achievement. Portsmouth, NH: Heinermann Cossu, G. (1999). Biological Constraints on Literacy Acquisition. Reading and Writing, 11, 213-237. Cunningham, J D’Agostino, J. V.; Murphy, J. A. (2004). A Meta-Analysis of Reading Recovery in United States Schools. Educational Evaluation and Policy Analysis, 26, 23-38. Davis, R Department of Education and Skills. (2004). Removing Barriers to Achievement. Department of Education and Skills Elkins, J. (2001). Learning Disabilities in Australia. In Hallahan, D. P.; Keough, B. K Elliott, J.; Lee, S. W.; Tollefson, N. (2001). A Reliability and Validity Study of the Dynamic Indicators of Basic Early Literacy Skills. School Psychology Review, 30, 33-49. Esser, G.; Schmidt, M Fawcett, A. J.; Nicolson, R. I.; Dean, P. (1996). Impaired Performance of Children with Dyslexia on a range of Cerebellar Tasks. Annals of Dyslexia, 46, 259-283. Fawcett, A Fawcett, A. J.; Nicolson, R. I. (1999). Performance of Dyslexic Children on Cerebellar and Cognitive Tests. Journal of Motor Behaviour, 31, 68-78. Fawcett, A Fawcett, A. J. (2001). Dyslexia: Theory and Good Practice. Whurr: London. Fawcett, A. J. (2002). Reading Remediation: An Evaluation of Traditional Phonologically Based Interventions. London, UK: DfES. Field, L Fletcher, J. M.; Foorman, B. R.; Shaywitz, S. E.; Shaywitz, B. A. (1999). Conceptual and Methodological Issues in Dyslexia Research: A lesson for Developmental Disorders Frederickson, N.; Frith, U.; Reason, R. (1997). Phonological Assessment Battery (PhAB). Windsor: NFER-Nelson. Frederickson, N Frith, U. (1997). Brain, Mind and Behaviour in Dyslexia. In Hulme, C.; Snowling, M. Dyslexia: Biology, Cognition and Intervention. Whurr: London. Frith, U.; Wimmer, H.; Landerl, K Fuchs, D.; Fuchs, L. S. (2001). Responsiveness to Intervention: A Blueprint for Practitioners, Policymakers, and Parents. Teaching Exceptional Children, 38, 57- 61 Fuchs, D.; Fuchs, L. S. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99. Fulbright, R Gathercole, S. E.; Willis, C.; Baddeley, A. D.; Emslie, H. (1994). The Children’s Test of Nonword Repetition: A Test of Phonological Working Memory. Memory, 2, 103-127. Gathercole, S Given, B. K.; Reid, G. (1999). Learning Styles-A Guide for Teachers and Parents. Lancashire: Red Rose Publications Good, R. H.; Jefferson, G. (1998). Contemporary Perspectives on Curriculum Based Measurement Validity Good, R. H.; Kaminski, R. A. (1998). Dynamic Indicators of Basic Early Literacy Skills. Eugene, OR: University of Oregan. Goulandris, N Greenblatt, E.; Mattis, S.; Trad, P. V. (1991). The ACID Pattern and the Freedom from Distractibility Factor in a Child Psychiatric Population. Developmental Neuropsychology, 7, 121-130. Grigorenko, E A.; Pauls, D. L. (1997). Susceptibility Loci for Distinct Components of Developmental Dyslexia on Chromosomes 6 and 15. American Journal of Human Genetics, 60, 27-39. Habib, M Hales, G. W. (2001). The Pattern of Personality in Dyslexic Children and Adults: The Invisible Symptoms and the Effects they Produce Harris, M.; Hatano, G. (1999). Learning to Read and Write: A Cross-Linguistic Perspective. Cambridge: Cambridge University Press. Heiervang, E.; Stevenson, J.; Hugdahl, K Helmuth, L. (2001). Dyslexia: Same Brains, Different Language. Science, 291, 2064-2065. Hiebert, E Ho, C. S-H.; Lai, D. N. C. (1999). Naming-Speed Deficits and Phonological Memory Deficits in Chinese Developmental Dyslexia. Learning and Individual Differences, 11, 173-183. Ho, C Hummel-Rossi, B.; Ashdown, J. (2002). The State of Cost-benefit and CostEffectiveness Analysis in Education. Review of Educational Research, 72, 1-30. Juel, C Kaminski, R. A.; Good, R. H. (1996). Toward a Technology for Assessing Basic Early Literacy Skills. School Psychology Review, 25, 215-227. Kaminski, R