Dyslexia: Recent Medical and Educational Research Findings
Greetings. The following materials are intended to provide an introduction to dyslexia. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records is presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Dyslexia, The Gift
How to Teach People with Dyslexia
Dyslexia and Reading Disability
Dyslexia: Some Hints for Teachers
How Can I Help the Dyslexic Pupils While I Teach Everyone?
Mathematics and Dyslexia
Learning Disabilities Association
LD Resources
Special Needs Education Project
Citations from the ERIC Database
AN: EJ611317
AU: Hellendoorn,-Joop; Ruijssenaars,-Wied
TI: Personal Experiences and Adjustment of Dutch Adults with Dyslexia.
PY: 2000 SO: Remedial-and-Special-Education; v21 n4 p227-39 Jul-Aug 2000
DE: *Coping-; *Dyslexia-; *Educational-Experience; *Emotional-Adjustment; *Parent-Child-Relationship; *Predictor-Variables
DE: Adults-; Foreign-Countries; Interviews-; Well-Being
AB: Interviews with 27 Dutch adults with dyslexia found most felt a strong impact of their dyslexia on daily life and experienced many educational and career problems. Parental support was a powerful predictor of adult adjustment and well-being. Those with positive elementary school experiences were more accepting of their disability. (Contains references.) (Author/CR)
AN: EJ611259
AU: Wolf,-Maryanne; Bowers,-Patricia-G.
TI: Naming-Speed Deficits in Developmental Reading Disabilities: An Introduction to the Special Issue on the Double-Deficit Hypothesis.
PY: 2000 SO: Journal-of-Learning-Disabilities; v33 n4 p322-24 Jul-Aug 2000
NT: Special Issue: Double-Deficit Hypothesis.
DE: *Decoding-Reading; *Dyslexia-; *Phonology-
DE: Etiology-; Learning-Disabilities; Reading-Difficulties; Theories-; Word-Recognition
AB: This article introduces a special issue on the double-deficit hypothesis for dyslexic readers' failure to acquire adequate word recognition skills. This theory suggests that dyslexic readers have a deficit in naming speed in addition to the more widely recognized deficit in phonological decoding skill. (Contains references.) (DB)
AN: EJ611121
AU: Ho,-Connie-Suk-Han; Law,-Teresa-Pui-Sze; Ng,-Penny-Man
TI: The Phonological Deficit Hypothesis in Chinese Developmental Dyslexia.
PY: 2000 SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v13 n1-2 p57-79 Sep 2000
DE: *Chinese-; *Dyslexia-; *Learning-Disabilities; *Reading-Difficulties
DE: Elementary-Education; Reading-Research
AB: Examines the phonological deficit hypothesis in developmental dyslexia with readers in Chinese. Compares 56 Chinese dyslexic children with average readers of the same age in phonological awareness and phonological memory skills. Suggests that Chinese children with dyslexia have deficits in processing phonological information like their alphabetic counterparts. (SC)
AN: EJ608051
AU: Lefly,-Dianne-L.; Pennington,-Bruce-F.
TI: Reliability and Validity of the Adult Reading History Questionnaire.
PY: 2000 SO: Journal-of-Learning-Disabilities; v33 n3 p286-96 May-Jun 2000
DE: *Diagnostic-Tests; *Dyslexia-; *Reading-Difficulties; *Test-Reliability; *Test-Validity
DE: Adults-; Children-; Evaluation-Methods; Longitudinal-Studies; Questionnaires-; Student-Evaluation
AB: The reliability and validity of a revised version of the Reading History Questionnaire was examined using 84 adults from an ongoing study of familial dyslexia and the parents of 107 children from a longitudinal study of reading development. The results indicated that the questionnaire (appended to the article) is both reliable and valid. (Contains references.) (Author/CR)
AN: EJ606674
AU: Landerl,-Karin; Wimmer,-Heinz
TI: Deficits in Phoneme Segmentation Are Not the Core Problem of Dyslexia: Evidence from German and English Children.
PY: 2000 SO: Applied-Psycholinguistics; v21 n2 p243-62 Jun 2000
DE: *Dyslexia-; *English-; *German-; *Phonemes-; *Phonology-
DE: Children-; Error-Patterns; Spelling-; Task-Analysis
AB: Discusses studies of dyslexia in German- and English-speaking children. Argues that deficits in phoneme awareness are only evident in the early stages of reading acquisition, whereas rapid naming and phonological memory deficits are more persistent in dyslexic children. (Author/VWL)
AN: ED441083
AU: Brown,-Dale-S.
TI: Learning a Living: A Guide to Planning Your Career and Finding a Job for People with Learning Disabilities, Attention Deficit Disorder, and Dyslexia.
PY: 2000
AV: Woodbine House Inc., 6510 Bells Mill Rd., Bethesda, MD, 20847 ($18.95). Tel: 800-843-7323 (Toll Free); Web site: http://www.woodbinehouse.com.
PR: Document Not Available from EDRS.
DE: *Attention-Deficit-Disorders; *Career-Education; *Career-Planning; *Dyslexia-; *Job-Search-Methods; *Learning-Disabilities
DE: Accessibility-for-Disabled; Adjustment-to-Environment; Adult-Education; Annotated-Bibliographies; Career-Counseling; Career-Development; College-Choice; College-Programs; Counselor-Client-Relationship; Education-Work-Relationship; Educational-Opportunities; Employer-Employee-Relationship; Employment-Interviews; Federal-Legislation; Feedback-; High-Schools; Higher-Education; Individualized-Education-Programs; Information-Sources; Internet-; Interpersonal-Competence; Mentors-; Motivation-; National-Organizations; Nonprofit-Organizations; Postsecondary-Education; Research-Methodology; Resource-Materials; Resumes-Personal; Self-Esteem; Skill-Development; Special-Needs-Students; Student-Needs; Study-Skills; Success-; Technical-Institutes; Vocational-Education; Vocational-Rehabilitation; Work-Environment; Work-Experience; World-Wide-Web
AB: This document is a guide to career planning and finding a job for high school and college students and graduates with learning disabilities, attention deficit disorder, and dyslexia. The guide, which is written from the perspective of an individual with firsthand experience with a learning disability, explains how individuals can find the best possible job that emphasizes their strengths and minimizes the effects of their disability. The following topics are discussed in the guide's 15 chapters: career planning; handling high school; obtaining education for the world of work; using accommodations in education and training to improve learning; developing social skills; developing self-esteem and motivation; acquiring work experience and strategizing the job search; researching job opportunities; finding and filling job openings; handling job interviews; getting help with job searches from career counselors, vocational rehabilitation, and other sources of assistance; understanding the Americans with Disabilities Act; requesting accommodations on the job; achieving success on the job; and progressing from job hunt to career success. (Contains a 78-item annotated bibliography; postal and Internet addresses of 5 national organizations involved with learning disabilities, attention deficit disorder, and dyslexia; and a list of 101 chapter references.) (MN)
AN: EJ605019
AU: Wadlington,-Elizabeth
TI: Effective Language Arts Instruction for Students with Dyslexia.
PY: 2000 SO: Preventing-School-Failure; v44 n2 p61-65 Win 2000
DE: *Dyslexia-; *Reading-Instruction; *Spelling-; *Student-Characteristics; *Teaching-Methods; *Writing-Instruction
DE: Classroom-Techniques; Elementary-Secondary-Education; Listening-Skills; Speech-Skills; Symptoms-Individual-Disorders
AB: This article explains dyslexia and characteristics of students with dyslexia and discusses types of instruction that are most appropriate for students with dyslexia, including multisensory instruction, explicit instruction, and phonemic awareness. It provides techniques for enabling students with dyslexia to succeed in reading, writing, listening, speaking, and spelling. (Contains references.) (CR)
AN: EJ604897
AU: Robertson,-Jean
TI: Neuropsychological Intervention in Dyslexia: Two Studies on British Pupils.
PY: 2000 SO: Journal-of-Learning-Disabilities; v33 n2 p137-48 Mar-Apr 2000
DE: *Brain-Hemisphere-Functions; *Dyslexia-; *Neuropsychology-; *Outcomes-of-Treatment; *Reading-Strategies; *Tactile-Stimuli
DE: Children-; Foreign-Countries; Intervention-; Visual-Stimuli
AB: Two studies investigated whether an appropriate versus an inappropriate hemisphere alluding stimulation treatment of children with L-type dyslexia produces differential reading effects, and effects of hemisphere specific stimulation on children with L-, P-, and M-type dyslexia. Results support the validity of dyslexia subtyping and the effectiveness of the treatment methods. (Contains extensive references.) (Author/CR)
AN: EJ603215
AU: Miller-Guron,-Louise; Lundberg,-Ingvar
TI: Dyslexia and Second Language Reading: A Second Bite at the Apple?
PY: 2000 SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v12 n1-2 p41-61 Mar 2000
DE: *Dyslexia-; *English-; *Second-Language-Learning; *Swedish-; *Word-Recognition
DE: Efficiency-; Elementary-Secondary-Education
AB: Considers an unexpected and remarkable preference for second language reading among some dyslexics that has been noted, presenting a challenge to accepted theory on dyslexia and the capacity for second language learning. Shows that two dyslexic groups differed significantly in the degree to which task performance, including reading efficiency, was impeded by an English format. (SC)
AN: EJ602832
AU: Earle,-Sarah; Williams,-Sarah; Adams,-Mike
TI: Making Higher Education More Accessible. The Development of a Dyslexia Information Pack.
PY: 2000 SO: Journal-of-Access-and-Credit-Studies; v2 n1 p45-57 Spr 2000
AV: National Open College Network, University of Derby, Kedleston Road, Derby DE22 1GB, England, United Kingdom.
DE: *Access-to-Education; *Adult-Students; *College-Students; *Dyslexia-; *Information-Sources
DE: Adult-Learning; Educational-Strategies; Higher-Education; Orientation-
AB: Research on making higher education more accessible for learners with dyslexia was used to create an information pack for adult learners and teachers. The pack includes information on dyslexia, study skills, university support, assessment, transition, color sensitivity and resources; it provides screening and support information for academic staff. (SK)
AN: EJ599952
AU: Mayringer,-Heinz; Wimmer,-Heinz
TI: Pseudoname Learning by German-Speaking Children with Dyslexia: Evidence for a Phonological Learning Deficit.
PY: 2000 SO: Journal-of-Experimental-Child-Psychology; v75 n2 p116-33 Feb 2000
DE: *Children-; *Dyslexia-; *Learning-Disabilities; *Phonology-
DE: Comparative-Analysis; Cues-; German-; Learning-Processes; Performance-Factors; Recall-Psychology; Retention-Psychology
AB: Two experiments found that German-speaking dyslexic 9-year-olds showed impaired learning of pseudonames in several visual-verbal learning tasks, even when phonological retrieval cues were provided and when pseudonames were presented in spoken and printed form. There was no deficit when short, familiar words were used, and no difficulty in immediately repeating pseudowords. Learning difficulty related to pseudoword-repetition and naming-speed deficits. (Author/KB)
AN: ED439539
AU: Richards,-Regina-G.
TI: The Source for Dyslexia and Dysgraphia.
PY: 1999
AV: LinguiSystems, Inc., 3100 4th Ave., East Moline, IL 61244-9700 ($37.95). Tel: 800-776-4332 (Toll Free); Tel: 800-933-8331 (Toll Free/TDD); e-mail: service@linguisystems.com; Web site: http://www.linguisystems.com.
PR: Document Not Available from EDRS.
DE: *Decoding-Reading; *Dyslexia-; *Reading-Instruction; *Spelling-; *Symptoms-Individual-Disorders; *Writing-Instruction
DE: Clinical-Diagnosis; Cognitive-Processes; Disability-Identification; Elementary-Secondary-Education; Handwriting-; Intervention-; Phoneme-Grapheme-Correspondence; Recall-Psychology; Remedial-Instruction; Teaching-Methods; Writing-Difficulties
AB: This book describes the processing styles inherent in dyslexia and dysgraphia for teacher identification of such students and provides strategies and compensations for students with these disabilities. Strategies for dyslexia and dysgraphia are combined in this book because both of these processing differences are language-based and represent a struggle with written language. Specific chapters address: (1) similarities between dyslexia and dysgraphia; (2) characteristics and common myths about dyslexia; (3) understanding why students avoid writing and Levine's first 4 stages of writing; (4) symptoms of dyslexia; (5) symptoms of dysgraphia; (6) the diagnostic process and pencil grip positions; (7) determining whether to compensate or remediate, bypass strategies, and interventions at breakdown points; (8) phonological awareness, early literacy auditory levels, and more advanced auditory levels; (9) reading and spelling; (10) decoding and encoding figures and syllabification mnemonics; (11) spelling; (12) the writing process and remedial and bypass strategies; (13) written expression, visual organizers, proofreading, transition or linking words, key words for thinking and writing, and confusable words; and (14) strategies for recall and teaching strategies that benefit dyslexic learners. The text includes simulations to help those without disabilities understand the experiences of individuals with dyslexia and dysgraphia. (Contains 110 references.) (CR)
AN: EJ601356
AU: Pierson,-Joanne-Marttila
TI: Transforming Engagement in Literacy Instruction: The Role of Student Genuine Interest and Ability.
PY: 1999 SO: Annals-of-Dyslexia; v49 p307-29 1999
DE: *Dyslexia-; *Individual-Instruction; *Student-Interests
DE: Case-Studies; Grade-1; Primary-Education; Reading-Instruction; Remedial-Reading; Student-Motivation
AB: A case study of a first-grader with dyslexia demonstrates that use of the child's interests and abilities in reading instruction resulted in a noticeable improvement in the child's willingness to engage in reading, writing, and phonological awareness activities. (Contains extensive references.) (DB)
AN: EJ601350
AU: Sawyer,-Diane-J.; Wade,-Sally; Kim,-Jwa-K.
TI: Spelling Errors as a Window on Variations in Phonological Deficits among Students with Dyslexia.
PY: 1999 SO: Annals-of-Dyslexia; v49 p137-59 1999
DE: *Dyslexia-; *Error-Patterns; *Phonology-; *Spelling-; *Word-Recognition
DE: Elementary-Secondary-Education; Phonemics-; Reading-
AB: Characteristics of spelling development and spelling error patterns were examined in 100 schoolchildren (ages 7 to 15) previously identified as dyslexic with specific phonological weaknesses. Comparison of subgroups indicated that better spellers are also better readers and that measures of phonemic segmenting and manipulation make independent contributions to word reading skill. (Contains extensive references.) (DB)
AN: EJ601349
AU: Manis,-Franklin-R.; Seidenberg,-Mark-S.; Stallings,-Lynne; Joanisse,-Marc; Bailey,-Caroline; Freedman,-Laurie; Curtin,-Suzanne; Keating,-Patricia
TI: Development of Dyslexic Subgroups: A One-Year Follow Up.
PY: 1999 SO: Annals-of-Dyslexia; v49 p105-34 1999
DE: *Classification-; *Dyslexia-
DE: Elementary-School-Students; Grade-3; Phonemics-; Phonology-; Primary-Education; Student-Characteristics
AB: This study examined differences between two subgroups of third grade dyslexics (n=72), either phonological dyslexics (lower phoneme awareness and expressive language) or delayed dyslexics (slower at processing printed words and letters but not at rapid automatic naming). Re-testing in fourth grade revealed that this classification produced reliable, stable, and valid groups. (Contains extensive references.) (Author/DB)
AN: EJ601348
AU: van-Daal,-Victor; van-der-Leij,-Aryan
TI: Developmental Dyslexia: Related to Specific or General Deficits?
PY: 1999 SO: Annals-of-Dyslexia; v49 p71-104 1999
DE: *Dyslexia-; *Phonology-
DE: Dutch-; Elementary-Education; Expressive-Language; Foreign-Countries; Reading-Difficulties; Spelling-; Word-Recognition
AB: A study of 114 12-year-olds in the Netherlands found that dyslexia was associated with deficits in: (1) phonological recoding, word recognition in both Dutch and English, and spelling skills; and (2) naming speed for letters and digits. Dyslexia was not associated with other cognitive and motor skills evaluated. (Contains extensive references.) (DB)
AN: EJ601346
AU: Denckla,-Martha-Bridge; Cutting,-Laurie-E.
TI: History and Significance of Rapid Automatized Naming.
PY: 1999 SO: Annals-of-Dyslexia; v49 p29-42 1999
DE: *Dyslexia-; *Reading-Difficulties
DE: Expressive-Language; Theory-Practice-Relationship
AB: This review of the importance of rapid automatized naming (RAN) as a predictor of reading competence reports on its centrality in the double deficit hypothesis and recent research suggesting that RAN taps both visual-verbal (language domain) and processing speed (executive domain) contributions to reading. (Contains extensive references.) (Author/DB)
AN: EJ601345
AU: Wolf,-Maryanne
TI: What Time May Tell: Towards a New Conceptualization of Developmental Dyslexia.
PY: 1999 SO: Annals-of-Dyslexia; v49 p3-28 1999
DE: *Dyslexia-; *Etiology-; *Reading-Difficulties; *Theory-Practice-Relationship
DE: Computer-Assisted-Instruction; Elementary-Secondary-Education; Expressive-Language; Games-; Intervention-; Phonology-
AB: Originally given as a speech, this paper describes the double-deficit hypothesis of reading disabilities, which proposes that developmental dyslexia is due to deficits in the phonological system and in processes underlying naming speed. The paper also reports on an innovative reading fluency intervention program based on the double-deficit hypothesis that uses a series of computerized games. (Contains extensive references.) (DB)
AN: ED437803
AU: Birsh,-Judith-R., ed.
TI: Multisensory Teaching of Basic Language Skills.
PY: 1999
AV: Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 ($59). Web site: http://www.brookespublishing.com.
PR: Document Not Available from EDRS.
DE: *Dyslexia-; *Mathematics-Instruction; *Multisensory-Learning; *Reading-Instruction; *Writing-Instruction
DE: Adult-Education; Child-Rearing; Decoding-Reading; Elementary-Secondary-Education; Handwriting-; Inclusive-Schools; Language-Acquisition; Language-Skills; Learning-Disabilities; Learning-Modalities; Learning-Strategies; Literacy-; Phoneme-Grapheme-Correspondence; Phonics-; Reading-Difficulties; Self-Management; Spelling-; Student-Evaluation; Study-Skills; Writing-Composition
AB: This text on multisensory structured language education (MSLE) provides the foundation for MSLE and offers components of instruction and effective teaching strategies that teachers can put into practice for students with dyslexia and others struggling to learn to read, write, and spell. Chapters inclu
DE: (1) "Multisensory Instruction" (Louisa C. Moats and Mary L. Farrell); (2) "Development of Oral Language and Its Relationship to Literacy" (Lydia H. Soifer); (3) "Phonological Awareness and Reading: Research, Activities, and Instructional Materials" (Joanna K. Uhry); (4) "Alphabet Knowledge: Letter Recognition, Naming, and Sequencing" (Kay A. Allen with Marilyn C. Beckwith); (5) "A Short History of the English Language" (Marcia K. Henry); (6) "Teaching Reading: Accurate Decoding and Fluency" (Suzanne Carreker); (7) "Teaching Comprehension from a Multisensory Perspective" (Margaret Taylor Smith); (8) "Teaching Spelling" (Suzanne Carreker); (9) "Teaching Handwriting" (Lynn Stemple-Mathey and Beverly J. Wolf); (10) "Composition: Expressive Language and Writing" (Judith C. Hochman); (11) "Multisensory Mathematics Instruction" (Margaret B. Stern); (12) "Applying Multisensory Techniques to Interdisciplinary Studies" (Cecily Selling and Dorothy Flanagan); (13) "Organization and Study Skills" (Claire Nissenbaum); (14) "Assessment of Progress" (Margaret Jo Shepherd); (15) "Transition to the General Classroom and Content Areas" (Shary Maskel); (16) "Reading and Writing Instruction in Adult Basic Education" (Joan R. Knight); (17) "Working with the High-Functioning Dyslexic" (Susan H. Blumenthal); and (18) "Parenting the Child with Dyslexia" (Betty S. Levinson). (Chapters include references.) Field-tested instructional materials and activities are included. (CR)
AN: EJ596953
AU: Gottardo,-Alexandra; Chiappe,-Penny; Siegel,-Linda-S.; Stanovich,-Keith-E.
TI: Patterns of Word and Nonword Processing in Skilled and Less-Skilled Readers.
PY: 1999 SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v11 n5-6 p465-87 Dec 1999
DE: *Dyslexia-; *Graphemes-; *Phonemes-; *Reading-Difficulties; *Reading-Skills
DE: Grade-3; Low-Achievement; Primary-Education
AB: Discusses how 68 third graders who were less-skilled readers performed more poorly than younger reading-level control children on tests of pseudoword reading and phonological sensitivity. Provides some suggestive evidence that less-skilled readers are less sensitive than their younger reading-level matched counterparts to all subword-size orthographic units, perhaps especially to grapheme-sized units. (SC)
AN: EJ595930
AU: Howard,-Lynne-M.
TI: Education and Clinical Practice for the Disabled Student.
PY: 1999 SO: Medical-Teacher; v21 n4 p428-29 Jul 1999
DE: *Dyslexia-; *Learning-Disabilities; *Medical-Education
DE: Case-Studies; Higher-Education; Teaching-Methods
AB: Presents a case history of a student with a number of disabilities, one of which was severe dyslexia. Illustrates that it is possible for students with disabilities to gain a place in and succeed at courses for professions that also have a high practical content. (Author/CCM)
AN: EJ595500
AU: Osborne,-Polly
TI: Pilot Study To Investigate the Performance of Dyslexic Students in Written Assessments.
PY: 1999 SO: Innovations-in-Education-and-Training-International; v36 n2 p155-60 May 1999
DE: *Dyslexia-; *Learning-Disabilities; *Testing-Problems; *Tests-
DE: Elementary-Secondary-Education; Equal-Education; Performance-Factors; Pilot-Projects; Special-Needs-Students; Student-Evaluation; Test-Bias; Writing-Assignments
AB: Investigates the performance of dyslexic students in two modes of written assessme
NT: coursework and examinations. In examinations, students were allowed additional time and were offered the option of using a word processor instead of handwriting. Findings suggest that dyslexic students are still disadvantaged in examinations, despite the special provision available to them. (AEF)
AN: EJ595134
AU: Cline,-Tony; Frederickson,-Norah
TI: Identification and Assessment of Dyslexia in Bi/multilingual Children.
PY: 1999 SO: International-Journal-of-Bilingual-Education-and-Bilingualism; V2 n2 p81-93 1999
DE: *Bilingualism-; *Dyslexia-; *Evaluation-Methods; *Identification-; *Language-Minorities; *Learning-Problems
DE: Disability-Identification; Racial-Bias; Second-Language-Learning; Special-Education
AB: Proposes how good practice can be developed in the assessment of dyslexia with bilingual children, presents evidence that language minorities are underrepresented in special programs, and highlights the value of recent approaches to defining dyslexia that do not depend on exclusionary criteria or on IQ-achievement discrepancy. (Author/VWL)
AN: EJ595132
AU: Iribarren,-I.-Carolina; Jarema,-Gonia; Lecours,-Andre-Roch
TI: Lexical Reading in Spanish: Two Cases of Phonological Dyslexia.
PY: 1999 SO: Applied-Psycholinguistics; v20 n3 p407-28 Sep 1999
DE: *Dyslexia-; *Orthographic-Symbols; *Phonology-; *Reading-Skills; *Spanish-; *Spanish-Speaking
DE: Case-Studies; Cognitive-Processes; Error-Patterns; Monolingualism-; Morphology-Languages; Testing-
AB: Discusses two monolingual Spanish-speaking patients who were able to read words but showed great difficulty reading nonwords, a pattern of behavior known as phonological dyslexia. Contradicts the hypothesis that lexical reading is not an option for Spanish readers, because Spanish orthography is highly irregular, and supports the view that cognitive reading mechanisms are universal. (Author/VWL)
AN: EJ593165
AU: Wimmer,-Heinz; Mayringer,-Heinz; Raberger,-Thomas
TI: Reading and Dual-Task Balancing: Evidence against the Automatization Deficit Explanation of Developmental Dyslexia.
PY: 1999 SO: Journal-of-Learning-Disabilities; v32 n5 p473-78 Sep-Oct 1999
NT: Special Series: Prevention and Treatment of Dyslexia.
DE: *Attention-Deficit-Disorders; *Attention-Span; *Dyslexia-; *Reading-Difficulties; *Symptoms-Individual-Disorders
DE: Child-Behavior; Elementary-Education; Foreign-Countries; Student-Characteristics
AB: A study of 30 Austrian children with dyslexia (grades 2-4) found that poor dual-task balancing was limited to children with higher attention-deficit/hyperactivity disorder (ADHD) ratings and that children with dyslexia without higher ADHD performed as well on dual-task balancing as age-matched control children. (Author/CR)
 Working With Special Students In English/Language Arts |
Other Resources (available either for sale or via interlibrary loan)
Title: Winning with dyslexia : a guide for secondary schools Authors: Peer, Lindsay. Year: 2000 3rd ed. Publisher: British Dyslexia Association
Title: Dyslexia: advances in theory and practice Editors: Lundberg, I., Tnnessen, F. E. & Austad, I. Year: 1999 Publisher: Kluwer Academic
Title: Dyslexia: research and resource workbook Author: Spafford, Carol Sullivan. Year: 1998 Publisher: Allyn and Bacon
Title: Dyslexia : literacy strategies for the classroom Author: Vivian, Virginia. Year: 1999 2nd ed. Publisher: Special Educational Needs Support Service
Title: A neurodevelopmental approach to specific learning disorders Editors: Whitmore, K., Hart, H. & Willems, G. Year: 1999 Publisher: Mac Keith
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