Research into learning disabilities - "Dyslexia"

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Introduction

Dyslexia is known as a reading disability. It is characterized by difficulties in word recognition and dyslexics are often reluctant and slow readers. Spelling presents a challenge for dyslexics. The "acid test" for dyslexia is a "non-words" reading test; that is, a list of "made up" words that cannot be "guessed at." In the same way, a "non-word" spelling test is also a good tool to help identify dyslexia. The idea behind the "non-word" test is that the person being tested must rely on his/her phonological processing skills to read or spell these words. They cannot rely on prior knowledge of the words as some dyslexics have excellent visual memory and they often resort to memorizing the shape of the words to get through their reading and spelling. Those who have dyslexia can have a range of IQs and as such, the reliance of an IQ-Achievement discrepancy in the diagnosis of dyslexia is not good practice.

What are the signs of dyslexia?

General

The problems displayed by individuals with dyslexia involve difficulties in acquiring and using language--reading and writing letters in the wrong order is just one manifestation of dyslexia and does not occur in all cases. Other problems experienced by dyslexics include:

• Learning to speak
• Organizing written and spoken language
• Learning letters and their sounds
• Memorizing number facts
• Spelling
• Reading
• Learning a foreign language
• Correctly doing math operations

Not all students who have difficulties with these skills are dyslexic. Formal testing is the only way to confirm a diagnosis of suspected dyslexia.

Associations

• The International Dyslexia Association (IDA)
• The Learning Disabilities Association of Canada

Resources for Medical Professionals

• Beneventi, H., Tonnessen, F. E., Ersland, L., Hugdahl, K., (2010). Working memory deficit in dyslexia: Behavioral and fMRI evidence. International Journal of Neuroscience, 120, 51-59.
• Bogliotti, C., Serniclaes, W., Messaoud-Galusi, S., & Sprenger-Charolles, L. (2008). Discrimination of speech sounds by children with dyslexia: Comparisons with chronological age and reading level controls. Journal of Experimental Child Psychology.
• Denckla, M. B. (2006). A neurologist's overview of developmental dyslexia. Annals New York Academy of Sciences.
• Germano, E., Gagliano, A., Curatolo, P. (2010). Comorbidity of ADHD and dyslexia. Developmental Neuropsychology, 35(5), 475-493.
• Grizzle, K. L., Simms, M. D. (2009). Language and learning: A discussion of typical and disordered development. Current Problems in Pediatric and Adolescent Health Care, 39(7), 168-189.
• Landerl, K., Moll, K. (2010). Comorbidity of learning disorders: Prevalence and familial transmission. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 51(3), 287-294.
• Philpott, D. F., & Cahill, M. (2008). A Pan-Canadian Perspective on the Professional Knowledge Base of Learning Disabilities.
• Scerri, T. S., Schulte-Korne, G. (2009). Genetics of developmental dyslexia. European Child & Adolescent Psychiatry, 19(3), 179-197.
• Shaywitz, S. E., Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309.
• Siegel, L.S. (2006). Perspectives on dyslexia. Paediatrics & Child Health, 11(9), 581-587.
• Sun Y., Lee, J., Kirby, R. (2010). Brain imaging findings in dyslexia. Pediatrics & Neonatology, 51(2), 89-96.

Further Readings for Academics

• Badcock, N. A., Hogben, J. H., Fletcher, J. F. (2010). Dyslexia and practice in the attentional blink: Evidence of slower task learning in dyslexia. Cortex, 1-7.
• de Jong C. G. W., De Voorde, S. V., Roeyers, H., Raymaekers, R., Oosterlaan, J., Sergeant, J. A. (2009). How distinctive are ADHD and RD? Results of a double dissociation study. Journal of Abnormal Child Psychology, 37(7), 1007-1017.
• Leppanen, P., Hamalainen, J. A., Salminen, H. K., Eklund, K. M., Guttorm, T. K., Lohvansuu, K., Puolakanaho, A., Lyytinen, H. (2009). Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia. Cortex, 1-54.
• Pennala, R., Eklund, K., Hamalainen, J., Richardson, U., Martin, M., Leiwo, M., Leppanen, P. H. T., Lyytinen, H. (2010). Perception of phonemic length and its relation to reading and spelling skills in children with family risk for dyslexia in the first three grades of school. Journal of Speech, Language, and Hearing Research, 53(3), 710-724.
• Poole, J. (2010). The orientation theory of dyslexia: uniting current schisms through an ecological perspective. Educational Review, 62(2), 215-229.
• Porta, M. E., Kraft, R., Harper, L. (2010). Hemispheric asymmetry profiles during beginning reading: Effects of reading level and word type. Developmental Neuropsychology, 35(1), 96-114.
• Roomani, C., Tsouknida, E. T., di Betta, A. M., Olson, A. (2010). Reduced attentional capacity, but normal processing speed and shifting of attention in developmental dyslexia: Evidence fro a serial task. Cortex, 1-58.
• Ziwgler, J. C., Pech-Georgel, C., Dufau, S., Grainger, J. (2010). Rapid processing of letters, digits and symbols: What purely visual-attentional deficit in developmental dyslexia? Developmental Science, 13(4), F8-F14.

Further Readings for Educators

• Boets, B., De Smedt, B. (2010). Single-digit arithmetic in children with dyslexia. Dyslexia, 16(2), 183-191.
• Elbro, C. (2010). Dyslexia as disability or handicap: When does vocabulary matter?. Journal of Learning Disabilities, 43(5), 1-10.
• Marshall, C. R., Messaoud-Galusi, S. (2010). Developmental disorders of language and literacy: Special issue. British Journal of Developmental Psychology, 28(1), 1-4.
• Pimperton, H., Nation, K. (2010). Understanding words, understanding numbers: An exploration of the mathematical profiles of poor comprehenders. British Journal of Educational Psychology, 80(2), 225-268.
• Rapin, I., Dunn, M. A., Allen, D. A., Stevens, M. C. & Fein, D. (2009). Subtypes of language disorders in school-age children with autism. Developmental Neuropsychology, 34(1), 66-84.
• Wilson, S. B., Lonigan, C. J. (2010). Identifying preschool children at risk of later reading difficulties: Evaluation of two emergent literacy screening tools. Journal of Learning Disabilities, 43(1), 62-76.
• Wiseheart, R., Altmann, L. J. P., Park, H., Lombardino, L. J. (2009). Sentence comprehension in young adults with developmental dyslexia. Annals of Dyslexia, 59(2), 151-167.

Resources for Parents

This list has books, articles, and audio-visual resources.

• Book

1. Hurford, D. M. (1998). To read or not to read: Answers to all your questions about dyslexia. New York, NY: Scribner/Simon and Schuster. [1]
2. What is Dyslexia?: A Book Explaining Dyslexia for Kids and Adults to Use Together [2]
3. Overcoming dyslexia: a new and complete science-based program for reading problems at any level. [3]
4. Learning and learning difficulties: a handbook for teachers [4]
5. What's wrong with me?: learning disabilities at home and school [5]
6. The many faces of dyslexia [6]
7. Dyslexia in adults: taking charge of your life [7]
8. Straight talk about reading: how parents can make a difference during the early years [8]
9. Specific Reading Disability: A view of the Spectrum [9]
10. Dyslexia: a hundred years on [10]

• Articles

1. An Introduction to Dyslexia for Parents and Professionals [11]

• Webpages

1. Learning Disabilities 101
2. Learning Disabilities Across the Lifespan
3. Learning disabilities in Children
4. Collaborating with Teachers
5. Creating Good Practices
6. Smart Kids with Learning Disabilities
7. Parenting Children with Learning Disabilities
8. Dyslexia Blogs for Parents

Tools for Dyslexics

• Mind Mapping
• MacSpeech Dictate

Definition of Dyslexia from Research

• Aaron, P. G., Kuchta, S., & Grapenthin, C. T. (1988). Is there a thing called dyslexia? Annals of Dyslexia, 38(1), 31-49.
• Baddeley, A. D., Logie, R. H., & Ellis, N. C. (1988). Characteristics of developmental dyslexia. Cognition, 29(3), 197-228.
• Catts, H. W. (1989). Defining dyslexia as a developmental language disorder. Annals of Dyslexia, 39(1), 50-64.
• Coltheart, M., & Jackson, N. E. (1998). Defining dyslexia. Child Psychology & Psychiatry Review, 3(1), 12-16.
• Frith, U. (1995). Dyslexia: Can we have a shared theoretical framework? Educational and Child Psychology, 12(1), 6-17.
• Gang, M., & Siegel, L. S. (2002). Sound-symbol learning in children with dyslexia. Journal of Learning Disabilities, 35(2), 137-157.
• Hulme, C., & Snowling, M. J. (1994). Reading development and dyslexia : selected papers from the Third International Conference of the British Dyslexia Association, 'Dyslexia: towards a wider understanding', Manchester, 1994. London: Whurr.
• Hulme, C., Snowling, M. J., & British Dyslexia Association. International Conference. (1997). Dyslexia : biology, cognition, and intervention. London: Whurr Publishers.
• Lundberg, I., & Hoien, T. (1989). Phonemic deficits: A core symptom of developmental dyslexia? Irish Journal of Psychology, 10(4), 579-592.
• Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45(1), 1-27.
• Siegel, L. S., & Ryan, E. B. (1989). Subtypes of developmental dyslexia: The influence of definitional variables. Reading and Writing, 1(3), 257-287.
• Siegel, L. S. (1992). An evaluation of the discrepancy definition of dyslexia. Journal of Learning Disabilities, 25(10), 618-629.
• Siegel, L. S. (1998). Phonological processing deficits and reading disabilities. In J. L. E. Metsala, Linnea C. (Ed.), Word recognition in beginning literacy. (pp. 141-160). Mahwah, NJ, US: Lawrence Erlbaum Associates, Publisher
• Snowling, M. J., & Thomson, M. (1991). Dyslexia : integrating theory & practice. London, UK ;: Whurr Pub. Ltd.
• Stanovich, K. E. (1994). Are discrepancy-based definitions of dyslexia empirically defensible? In K. P. S. van den Bos, Linda S. (Ed.), Current directions in dyslexia research. (pp. 15-30). Bristol, PA, US: Swets & Zeitlinger Publishers.
• Torgesen, J. K. (1995). Phonological awareness : a critical factor in dyslexia. Baltimore, Md.: Orton Dyslexia Society.
• Tunmer, W., Greaney, K. (2010). Defining dyslexia. Journal of Learning Disabilities, 43(3), 229-43.
• Vellutino, F. R. (1987). Dyslexia. Scientific American, 256(3), 34-41.
• Vellutino, F. R. (1991). Dyslexia. In W. S. Y. Wang (Ed.), (1991). The emergence of language: Development and evolution: Readings from "Scientific American" magazine (pp. 159-170). New York, NY: W. H. Freeman/Times Books/ Henry Holt & Co.

Dyslexia in Other Languages

• Ho, C. S.-H. L., Teresa Pui-Sze Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading & Writing, 13(1-2), 57-79.
• McBride-Chang, C., Lam, F., Lam, C., Chan, B., Fong, C. Y., Wong, T. T., Wong, S. W. (2010). Early predictors of dyslexia in chinese children: familial history of dyslexia, language delay, and cognitive profiles. The Journal of Child Psychology and Psychiatry, 1-8.

Research-Based Treatment

• Bakker, D. J., & Spyer, G. (1990). Neuropsychological treatment of dyslexia: London, Oxford University Press. (1990). xii, 94 pp.
• Coltheart, M. J. (2002). Successful treatment of sublexical reading deficits in a child with dyslexia of the mixed type., Neuropsychological Rehabilitation (Vol. 12, pp. 199): Psychology Press (T&F).
• Fletcher, J. M., Foorman, B. R., Francis, D. J., Shaywitz, B. A., & Shaywitz, S. E. (1994). Treatment of dyslexia. In K. P. van den Bos & L. S. Siegel (Eds.), Current directions in dyslexia research (pp. 223-233). Bristol, PA: Swets & Zeitlinger Publishers.
• Siegel, L. S. (1998). Phonological processing deficits and reading disabilities. In J. L. E. Metsala, Linnea C. (Ed.), Word recognition in beginning literacy. (pp. 141-160). Mahwah, NJ, US: Lawrence Erlbaum Associates, Publisher