Table Of ContentDYSLEXIA: ADVANCES IN THEORY AND PRACTICE
NEUROPSYCHOLOGY AND COGNITION
VOLUME 16
Series Editor:
R. Malatesha Joshi, Oklahoma State University, U.S.A.
Advisory Board:
Alfonso Caramazza, The Johns Hopkins University, U.S.A.
George Hynd, University of Georgia, U.S.A.
c.K. Leong, University of Saskatchewan, Canada
John Marshall, University of Oxford, U.K.
Gabriele Miceli, Universita Cattolica Del Sacra Cuore, Italy
Loraine Obler, City University of New York, U.S.A.
Sandra Witelson, McMaster University, Canada
The purpose of the Neuropsychology and Cognition series is to bring out volumes
that promote understanding in topics relating brain and behavior. It is intended for
use by both clinicians and research scientists in the fields of neuropsychology,
cognitive psychology, psycholinguistics, speech and hearing, as well as education.
Examples of topics to be covered in the series would relate to memory, language
acquisition and breakdown, reading, attention, developing and aging brain. By
addressing the theoretical, empirical, and applied aspects of brain-behavior
relationships, this series will try to present the information in the fields of neuro
psychology and cognition in a coherent manner.
The titles puhlished in this series are listed at the end of thi.v volume.
DYSLEXIA:
ADVANCES IN THEORY
AND PRACTICE
Edited by
INGVAR LUNDBERG
Department of Psychology,
Göteborg University,
Göteborg, Sweden
FINN EGIL T0NNESSEN
Center for Reading Research,
Stavanger, Norway
and
INGOLV AUSTAD
Centerfor Reading Research,
Stavanger, Norway
SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.
Library of Congress Cataloging-in-Publication Data.
ISBN 978-94-010-5967-1 ISBN 978-94-011-4667-8 (eBook)
DOI 10.1007/978-94-011-4667-8
Printed on acid-free paper
All Rights Reserved
© 1999 Springer Science+Business Media Dordrecht
Originally published by Kluwer Academic Publishers in 1999
Softcover reprint of the hardcover 1s t edition 1999
No part of the material protected by this copyright notice may be reproduced or
utilized in any form or by any means, electronic or mechanical,
incluging photocopying, recording or by any information storage and
retrieval system, without written permission from the copyright owner.
CONTENTS v
TABLE OF CONTENTS
List of Contributors vii
Editors' Introduction
Ingvar Lundberg, Finn Egi/ T@nnessen & Ingolv Austad
Part I: Theoretical Perspectives
Towards a Sharper Definition of Dyslexia
Ingvar Lundberg 9
Theories of Deficits in Dyslexia
Torleiv H@ien 31
A Connectionist Perspective of Reading and its Difficulties
Margaret J Snowling & Charles Hulme 45
Cognitive Architecture of Early Reading
Philip H. K. Seymour 59
Automaticity, Automatization and Dyslexia
Aryan van der Lei} & Victor van Daal 75
A wareness and Automaticity in Reading
Finn Egil T(}nnessen 91
Part II: The Impact of Orthography
Towards a Theoretical Framework for Understanding Reading
Development and Dyslexia in Different Orthographies
Usha Goswami 101
What Can We Learn from Dyslexia in Chinese?
Che Kan Leong 117
vi CONTENTS
Part III: Biological Perspectives
Reasearch on Reading Disabilities in the Colorado Learning Disability Research
Center
Richard K. Olson 141
Exclusion of Linkage to Ip, 6p and Chromosome 15 in a Large Norwegian
Family with Dyslexia
Toril Fagerheim, Finn Egil Tonnessen, Peter Raeymaekers &
Herbert Lubs 151
Brain Markers of Dyslexia: Planum Temporale Asymmetry and
Dichotic Listening to CV-Syllables
Kenneth Hugdahl & Einar Heiervang 157
Developmental Dyslexia: The Role of the Cerebellum
Roderick I. Nicolson & Angela J Fawcett 173
Part IV: Diagnostics and Treatment
Early Reading Problems: A Follow up 20 Years Later
Ake Oloftson 197
A Diagnostic Procedure Based on Reading Component Model
R. Malatesha Joshi 207
Component Model-Based Remedial Treatment of Reading Disabilities
P. G. Aaron & Heidi Kotva 221
Do Pre-School Data Predict Resistance to Treatment in
Phonological Awareness, Decoding and Spelling?
Pekka Niemi, Riitta Kinnunen, Elisa Poskiparta & Marja Vauras 245
First Steps: A Program of Early Intervention
Carol M Santa 255
Author Index 275
Subject Index 287
LIST OF CONTRIBUTORS vii
LIST OF CONTRIBUTORS
Aaron, P.G. Professor, Indiana State University, 1319 Education Building,
Terre Hauge, Indiana 47809, USA
Austad, lngolv, Director, Center for Reading Research, P.O. Box 2504,
Ullandhaug, N-4004 Stavanger, Norway
Fagerheim, Tori!, M.Sc. Dept. of Medical Genetics, Regional Hospital of Troms0,
N-9038 Troms0, Norway
Goswami, Usha, Professor, Institute of Child Health, University College London,
30, Guilford St, UK-WC1N lEH London, England
Heiervang, Einar, MD, Inst. of Psychiatry, Haukeland Hospital, University of
Bergen, N-502l-Bergen, Norway
Hugdahl, Kenneth, Professor, Dept. of Biological and Medical Psychology,
University of Bergen, Arstadvei 21, N-5009 Bergen, Norway
Hulme, Charles, Professor, Dept. of Psychology, University of York, Heslington,
UK-York YOI 5DD, England
Hoien, Torleiv, Professor, Dyslexia Foundation, P.O. Box 8034,
N-4003 Stavanger, Norway
Joshi, Malatesha, Professor, College of Education, Oklahoma State University,
252 Willard Hall, Stillwater, OK 74078, USA
Leong, Che Kan, Professor, Dept. for the Education of Exceptional Children,
College of Education University of Saskatchewan, 28 Campus Drive,
Saskatoon, Saskatchewan S7N OX1, Canada
Lubs, Herbert, Professor, Division of Genetics, University of Miami, Mailman
Center for Child, Dev. 1601 NW 12 Ave, Miami, FL 33136, USA
Lundberg, lngvar, Professor, Dept. of Psychology, Goteborg University,
S-413 14 Goteborg, Sweden
Nicolson, Rod, Professor, Dept. of Psychology, University of Sheffield,
Western Bank, UK-Sheffield, S 10 2 UR, UK
Niemi, Pekka, Professor, Dept. of Psychology, FIN-20014, University of Turku,
Finland
Olofsson, Ake, Associate professor, Dept. of Psychology, Umea University,
S - 90187 Umea, Sweden
Olson, Richard K., Professor, Dep. ofPsycology, University of Colorado, Boulder,
Box 345, CO 80309, USA
viii LIST OF CONTRIBUTORS
Santa, Carol M., Ph.D., School District 5, Kalispell, 233 First Avenue,
East Kalispell, MT 59901, USA
Seymour, P.H.K., Professor, Dept. of Psychology, University of Dundee,
Dundee, DDI 4HN, Scotland
Snowling, Margaret J., Professor, Dept. of Psychology, University of York,
Heslington, UK-York YOI 5DD, UK
T(Jnnessen, Finn Egil, Professor, Center for Reading Research, P.O. Box 2504,
UJlandhaug, N-4004 Stavanger, Norway
van der Lei}, Aryan, Professor, Vrije Universiteit, Van der Boechorststraat I,
NL-1088l, BT Amsterdam, The Netherlands
van Daal, Victor, Professor, Dept. of Special Education, Vrije Universiteit,
Van der Boechorststraat I, NL-I0881 BT Amsterdam, The Netherlands
INTRODUCTION
EDITORS' INTRODUCTION
Ingvar Lundberg
Department of Psychology, Goteborg University,
Goteborg, Sweden
Finn Egil Tonnessen
Center for Reading Research,
Stavanger, Norway
Ingolv Austad
Center for Reading Research,
Stavanger, Norway
Reading is probably the most important skill taught in our schools, the key to
gaining new knowledge for both personal as well as societal growth. As we enter the
21 st century an increasingly high premium is placed on the broad acquisition of
literacy skills among all citizens in post-industrial societies. People who do not
acquire an acceptable level of reading skill are in great trouble. Semi-literate
individuals are greatly over-represented among the long-term unemployed and
among prison inmates. If they have a job they have incomes far below the average
level, and they do not actively participate in the democratic process.
Rapid technological advances and organizational changes characterize cur
rent work life and lead to an increasing demand for retraining and continuous
education often involving high literacy requirements preventing people with limited
reading skills to hang on; they run a high risk for being marginalized or excluded.
This is an unacceptable waste of human capital, especially since many
individuals with limited literacy skills are creative and resourceful in other areas. A
deeper understanding of reading difficulties and the development of rational
methods that can deal with the problems is then a challenge of highest priority
2 LUNDBERG, T0NNESSEN & AUSTAD
A great deal of the problems related to semi-literacy must be understood in
cultural and social terms. For example, immigrants speaking a different language at
home and with limited education and poorly developed reading habits are at high
risk of being excluded from the labor market, not only due to prejudice and hostility,
but also in many cases due to an actual lack of competence related to very limited
literacy skills.
However, reading problems have also a more individually based dimension.
Some children, despite parental support and adequate instruction, have extreme
difficulties to become fluent readers. The alphabetic system obviously involves
inherent obstacles which are very difficult for some children to overcome. The term
dyslexia has been used for severe and unexpected reading difficulties, unexpected
because dyslexic problems might well be associated with normal or even high
intelligence, adequate instruction and normal social conditions. As will be discussed
in several chapters of this volume, the concept of dyslexia is not a very well defined
concept, but research over the past decades has clarified the nature of dyslexia and
identified a number of critical features of the condition.
The critical importance of reading skill in contemporary society has naturally
been reflected in an increased attention on the subject by the scientific community.
Over the past decades reading research has developed rapidly into a most flourish
ing and active field with substantial contributions from several different disciplines.
The full complexity of reading and its difficulties can only be understood by
exploring multiple levels of inquiry ranging from genes, brain functions, sensory
systems, cognition, linguistic functions and historical-cultural contexts. In contrast
to general human capacities like walking or talking, reading is primarily a cultural
practice developed within cultural settings, specific orthographies and instructional
conditions. At the same time, however, it is an individual skill based on perceptual,
cognitive and linguistic mechanisms subjected to a multitude of biological con
straints. The implied multilevel approach to reading and its difficulties is the
framework which has guided the composition of the present volume.
Although we are far from a complete understanding of why some individuals
display such big difficulties with reading and writing, we have still come to a level
when basic research and educational practice can meet. Researchers have now
developed theories and insights that will help practitioners to develop more rational
methods for prevention, remediation and compensation. At the same time, re
searchers need to be open to the concerns expressed by practitioners and to the
inspiration and hope that inevitably will be provided by the awareness that research
based ideas actually have practical significance.
The present volume is based on an international conference in Stavanger
initiated by Torleiv Hoien and organized by the Center for Reading Research and
the Dyslexia Research Foundation in Stavanger. Researchers from Norway, Den
mark, Sweden, Finland, the Netherlands, United Kingdom, Canada and USA were
brought together. The discussions following each presentation were exciting and
rewarding, especially since an active audience of some 200 teachers, psychologists,
speech pathologists and other practitioners were present and contributed construc
tively.
The volume contains 17 chapters and is divided into four sections, more for
