共查询到20条相似文献，搜索用时 31 毫秒
1.
Che Kan Leong 《Annals of dyslexia》1984,34(1):15-27
This paper relates the early work of Samuel Orton on cerebral dominance to the current neuropsychological concept of laterality
as reciprocal functions of the two cerebral hemispheres. The genetic-cultural perspectives of laterality and functional asymmetry
in relation to learning disorders are discussed. A balanced and integrative view of the cognitive contribution of the two
hemispheres is needed.
This is a modified version of an address given at the Spring Conference of the Upper Midwest Branch of The Orton Dyslexia
Society in Minneapolis-St. Paul, Minnesota, April, 1982. 相似文献
2.
Albert M. Galaburda M.D. 《Annals of dyslexia》1989,39(1):65-80
Eight brains, six male and two female, of reliably diagnosed cases of developmental dyslexia have been analyzed in this laboratory
thus far. Common to all the specimens is the absence of ordinary asymmetry in the planum temporale, a language relevant area
of the temporal lobe. In addition, the male cases and one female case displayed multiple focal areas of malformation of the
cerebral cortex, located variably in the language relevant perisylvian regions and to a greater or lesser extent bilaterally.
Both female cases and, to a mild degree, one of the males display focal areas of cortical scarring dated to the end of pregnancy
through to the end of the second year of life at the latest. The scarring tends to be located in the vascular watershed territories.
Experimental animal research suggests that symmetry may represent absence of the necessary developmental pruning of neural
networks required for specific functions such as language. This diminished pruning results in excessive neurons and (at least
interhemispheric) connections.
Additional modeling in experimental animals suggests that cortical malformations and scarring similar to those seen in the
dyslexic brains may represent early focal injury that could be attributed to congenital disorders of the immune system.
The work reported here has been supported, in part, by NIH grant NICHD 20806, The Orton Dyslexia Society, and the Carl J.
Herzog Foundation. 相似文献
3.
Norman Geschwind M.D. 《Annals of dyslexia》1984,34(1):319-327
The concept of learning disability is less absolute than is usually realized. In a nonliterate society only the advantages
of many dyslexics may be evident without the disadvantages. By contrast markedly unmusical individuals can go through modern
educational systems with little difficulty, although in some particular social conditions they could correctly be regarded
as severely learning disabled. These considerations lead to a fresh look at the evolutionary significance of brain changes
found in learning disorders, and their relationship not only to disability, but also to giftedness. This paper considers many
of these issues in the context of the life of an individual who is not at all dyslexic but suffers from a severe form of another
neglected learning disability, i.e., dysmusia.
From the Dana Research Laboratory of the Beth Israel Hospital, Boston, and the departments of neurology of the Harvard and
Boston University medical schools and from the Aphasia Research Center, Boston V.A. Hospital; supported in part by grants
from the National Institutes of Health (NINCDS 06209 and NS 14018), the Orton Research Fund, and the Essel Foundation.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983. 相似文献
4.
Che Kan Leong 《Annals of dyslexia》1991,41(1):23-40
There are three parts to this paper. First, I review briefly the signposts from research, theory, and application in developmental
dyslexia in the 1960s and the 1970s that have led us from there to here, and show the pitfalls to avoid. Second, I discuss
some of the pertinent issues of the 1980s: the role of intelligence in the diagnosis of children with specific reading disabilities,
the distribution of reading difficulties and disabilities, and the important place of verbal efficiency. Third, I project
to the 1990s to emphasize the challenge of the computer technology as mediated learning and the challenge of “bounded rationality”
and “collective rationality” in education. Throughout this survey, the paramount role of knowledgeable and caring teachers
is implicit.
Portions of this paper were given at the British Dyslexia Association Conference on Dyslexia in Bath in 1989 and The Orton
Dyslexia Society Annual Conference in Washington, D.C. in 1990. The writing of the paper was assisted in part by research
grant No. 410-89-0128 from the Social Sciences and Humanities Research Council of Canada 相似文献
5.
6.
Regina Cicci Ph.D. 《Annals of dyslexia》1980,30(1):240-251
Summary Significant numbers of children referred for evaluation of learning disabilities demonstrate written language disorders. They
may have problems with handwriting, spelling, written formulation, or a combination of all three. Some questions that may
be asked for assessment and some general suggestions for remediation have been provided. Integrating components of spoken,
read, and written language is necessary in teaching children who have written language disorders.
This paper is based upon a presentation at the 30th Annual Conference of The Orton Society, Indianapolis, November 1979. 相似文献
7.
Kees P. van den Bos 《Annals of dyslexia》1984,34(1):179-193
Hypothesized cognitive strengths and weaknesses of three dyslexic subgroups (Boder and Jarrico 1982) were examined in two
reading related experiments. The first experiment tested the prediction that auditorily presented letter sets should be processed
better by dyseidetic than by dysphonetic readers. The prediction was not confirmed. The results did not show any modality
of presentation-specific recall differences between the three dyslexic subgroups. Overall, dyslexic children’s scores were
significantly lower than those of age-matched control groups. The second experiment tested predictions of differential performance
of dyseidetic and dysphonetic readers in a task in which the name identity of letters in pairs had to be indicated. Predicted
patterns were not confirmed. Compared to the control groups all three dyslexic subgroups (whose means did not differ significantly)
made significantly more errors in the condition in which it was essential to activate phonetic representations of the letters.
The experimental results of this study suggest a greater similarity in the nature of letter processing problems in dyslexic
children than is assumed in Boder and Jarrico’s (1982) subtyping test.
This research was supported by grant 634301 from the Department of Special Education, State University of Groningen, and a
travel grant from the Netherlands Organization for the Advancement of Pure Research (Z.W.O.).
Based on a presentation at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982. 相似文献
8.
Drake D. Duane MD 《Annals of dyslexia》2002,52(1):25-42
Norman Geschwind had a profound effect on behavioral neurology, not only on the basis of his research and theories expressed
during his lifetime, but also through the impact that he had on colleagues privileged to train under him or have their work
personally influenced by him. My work falls into the latter category. Novel associations between brain function/structure
and behavior characterized his professional contributions, and offer a model for those who follow in his footsteps. He correctly
predicted that like aphasic disorders, developmental dyslexia might be associated with deficits in color naming expressed
currently as deficits in Rapid Automatized Naming. He stimulated anatomic research regarding patterns of asymmetry and microscopic
architecture leading to the establishment of the Orton Dyslexia Neuropathology Laboratory at Beth Israel Hospital, Boston.
He predicted an association between autoimmune disorders and reading disorders, an association that proved to be of genetic
origin. He further predicted that reading disorders, like language disorders, would be cross-cultural and, similarly, their
mechanism of production would be cross-cultural, although affected perhaps by the structure of the language to be learned.
His suspicion that the clinical impression of male gender preponderance in dyslexia was accurate and carried biologic significance
has recently been reconfirmed by colleagues at the Mayo Clinic in Rochester, Minnesota. Finally, with respect to dyslexia,
one should not be surprised that since affect is influenced by brain architecture, developmental disorders characterized by
altered brain architecture might be associated with affective or other psychiatric phenomena. My own work suggests that the
altered neuroanatomy in dyslexia may be accompanied by altered clinical neurophysiology, offering the possibility that in
some developmental disorders, behaviors, including academic aptitude and cognitive function, might benefit from medications
designed originally to lower the risk of clinical seizures. Perhaps Geschwind’s greatest lesson is to not assume that all
we have been taught as dogma is truth. Rather, we must have a willingness to make clear perceptions and draw conclusions that
come closer to the reality of the causal relationship between brain and behavior. 相似文献
9.
10.
Jeanne S. Chall 《Annals of dyslexia》1997,47(1):257-263
This paper was first written as a talk to the Orton Dyslexia Society, in response to present reading reforms in California
and elsewhere. A historical context is provided which suggests that such reforms are but a small chapter in a long-standing
tension between code emphasis and meaning emphasis approaches to reading. This tension has been fueling debate for an entire
century, with outcomes at any given point apparently decided as much by fashion and politics as by research and experience.
More collaboration is called for between remedial specialists and “regular education” teachers, to reduce the incidence of
children who require special help. 相似文献
11.
Arthur L. Benton 《Annals of dyslexia》1984,34(1):69-85
Impairment in spatial thinking has figured prominently as an assumed cause of developmental reading disability. The empirical
findings relevant to the idea, with special reference to right-left orientation, visuomotor and visuoconstructive performances,
and finger recognition are examined. It is concluded that, although some dyslexic children do show spatial disabilities, there
is little evidence to support the existence of a visuospatial type of developmental dyslexia.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983. 相似文献
12.
Just as success in decoding complex spelling patterns requires strategy and structure, so does the “decoding” of complex expository
writing. We discuss the specific sources of difficulty in technical writing and distinguish between content structure and
text structure. Next come presentations of the basic building blocks for expository writing and techniques of text design.
Patterns from American science and social studies texts are described and contrasted with Japanese materials. We finish with
suggestions for promoting the comprehension of expository materials.
This article is taken from an address delivered on November 5, 1987 by the first author to the 38th Annual Conference of the
Orton Dyslexia Society in San Francisco. The use of first person captures certain facets of the presentation, but the paper
is mostly a “we” piece. Portions of this work were supported by U.S. Department of Education, Federal program number 84.122B,
Secretary’s Discretionary Program, and the Carnegie Corporation of New York. 相似文献
13.
Diane Paul-Brown 《Annals of dyslexia》1988,38(1):193-207
It is now generally recognized that a language impairment in preschool children may be predictive of later linguistic, reading,
and academic difficulties. Language intervention procedures, derived from theoretically-based principles of language development
and implemented in a child’s regular classroom environment, may benefit children at risk for persistent language and learning
problems. This paper describes the development and application of individualized intervention procedures in a classroom for
preschool language-impaired children. The discussion focuses on selected language development principles which helped determine
the setting, timing, interactive participants, purpose, and content of the language intervention program. Resulting changes
in language comprehension and production are reported based on individual classroom performance as well as a comparison of
pre-and posttest scores for a range of comprehension skills.
A version of this paper was presented at the Annual Conference of the Orton Dyslexia Society, November 5, 1987, San Francisco. 相似文献
14.
Robert Calfee 《Annals of dyslexia》1984,34(1):217-240
Students learn what they are taught. If a student fails to acquire the skills of reading, then one ought first to examine
the program of reading instruction. The foundations of literacy in English require analysis of human cognition, of the formal
use of language (the rhetoric), and of the peculiarities of the English language. The materials presently available for training
reading teachers and for providing them support in reading instruction give little or no attention to these foundations. Such
materials are likely to misdirect the teacher, giving him or her little guidance for presenting an effective program of instruction
in reading. A syndrome like dyslexia as a consequence becomes obscured by the many youngsters for whom the problem is a lack
of clarity and coherence in the instructional program. Progress in dealing with specific learning disabilities will be hampered
until these fundamental problems are resolved.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983. 相似文献
15.
Rachel E. Stark Lynne E. Bernstein Rosemary Condino Michael Bender Paula Tallal Hugh Catts 《Annals of dyslexia》1984,34(1):49-68
Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing
on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1.
They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal
and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3-
to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at
a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children
manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management
of SLI children are discussed.
Research supported by the March of Dimes, Grant #12-84.
Presented at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982. 相似文献
16.
Subtyping of reading disorders: Implications for remediation 总被引：2，自引：2，他引：0
Donald G. Doehring 《Annals of dyslexia》1984,34(1):205-216
Present research methods do not seem to be leading us toward general agreement regarding reading disability subtypes. Even
if there were agreement, conventional group research designs are not adequate for determining the optimal remedial procedure
for each subtype. It is recommended that careful thought be given to the formulation of more appropriate theoretical frameworks
and behavioral measures, and that single-subject research designs which yield information about subtypes and remediation effects
be designed through collaboration of researchers and practitioners.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983. 相似文献
17.
Phyllis A. Weaver Ph.D. 《Annals of dyslexia》1978,28(1):92-113
Evidence suggesting that dyslexia is a multifaceted syndrome is beginning to accumulate. Furthermore, a reexamination of some
literature suggests that in addition to having word recognition problems, some dyslexics may also have problems understanding
language. Whereas there is a rather extensive literature on word recognition, and even on word understanding, few studies
have examined the problems dyslexics may have in understanding and remembering connected discourse. This paper explores issues
related to certain possible problems of comprehension and recall among dyslexics and proposes a new direction for research
through the application of schema theory.
A version of this paper was presented at the meeting of the New England Branch of the Orton Society, Boston, May 1978. Preparation
of this paper was supported in part by a grant from Harvard University with funds supplied by the Spencer Foundation. The
opinions expressed do not necessarily reflect the position or policy of Harvard or the Spencer Foundation, and no official
endorsement should be inferred. 相似文献
18.
D. Frank Benson M.D. 《Annals of dyslexia》1984,34(1):1-13
Three main types of acquired reading disturbance (alexia) have been described and accepted by clinicians. Each features a
group of distinct findings and each is found following damage to a separate location within the language dominant hemisphere
of the brain. Many different names have been applied to these entities, but posterior alexia, central alexia, and anterior
alexia appear to represent both the clinical differentiations and the basic anatomical loci. A fourth type of acquired alexia,
called deep dyslexia, has recently been reported, again with separate clinical findings and a different anatomical locus postulated.
By comparison of the clinical features of the four alexias with features of alexia in Oriental languages and the reading competency
of the nondominant hemisphere, a hypothetical neural basis for the act of reading can be outlined.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983. 相似文献
19.
Jean C. Ramage 《Annals of dyslexia》1984,34(1):257-269
Children with special needs should be identified before they fail. This preventive approach includes identifying children
with potential problems, assessing their specific strengths and weaknesses, and developing appropriate interventions where
needed. Until recently, preventive actions were started primarily at the elementary level, especially for reading disabilities.
Since 1960 there has been an increasing emphasis on preschool preventive programs. The purpose of this paper is to delineate
key elements of a preschool program that could lead to the prevention of academic failure. Since judicial and legislative
decisions have influenced the shape of preschool programs, this paper first presents an overview of the legal history, and
then describes the program elements of an effective preschool program for handicapped children.
Presented at the 33rd Annual Conference of The Orton Dyslexia Society, San Diego, California, November 1983. 相似文献
20.
Walter F. McKeever Ph.D. 《Annals of dyslexia》1977,27(1):26-36
This paper reports on the use of lateralized tachistoscopic recognition accuracy and recognition latency measuring procedures
for studying functional asymmetries of the cerebral hemispheres. Specific results bearing on the nature and number of relative
specializations of hemispheric function are presented, as well as results bearing on the question of cerebral dominance and
serial memory in dyslexia.
This paper was presented at the 27th Annual Conference of The Orton Society, in New York City, November 1976, as part of a
symposium entitled Individual Variations in the Cerebral Organization of Cognitive Functions in Man.
The work reported in this paper was supported by a grant to the author from the National Institute of Neurological and Communicative
Diseases and Stroke (NS-10214-04 and NS-10214-05). 相似文献