ERIC Number: ED201167
Record Type: RIE
Publication Date: 1981-Mar
Reference Count: 0
Recent Concepts in Dyslexia: Implications for Diagnosis and Remediation.
Forness, Steven R.
The report briefly reviews research on the concepts of attention, memory, and linguistic deficits, as well as maturational lag and interactive factors; and considers possible implications for assessment and instruction of reading disabled/dyslexic children. Early theories relating to dyslexia or specific reading disability are traced from S. Orton's first theoretical paper to such recent theories as that of intersensory integration. Problems in definition of learning disability are noted, as well as the confusion regarding etiology. Selected research is cited and implications for assessment and instruction are drawn from the findings. Among conclusions are the following: early identification of potential reading difficulty through predictive test batteries is often valid; while informal assessment may have disadvantages, recent theories increasingly warrant such techniques with dyslexic children in the absence of valid standardized approaches; few valid subclassifications of dyslexia exist which enable teachers either to group such children for instructional purposes or to match a particular remedial program to an individual child; and daily instruction is needed to produce gains in disabled readers. (SB)
Descriptors: Dyslexia, Educational Diagnosis, Elementary Secondary Education, Etiology, Literature Reviews, Reading Difficulties, Remedial Reading, Research, Theories
ERIC Clearinghouse on Handicapped and Gifted Children, The Council for Exceptional Children, 1920 Association Dr., Reston, VA 22091 ($1.00 for postage and handling).
Publication Type: ERIC Publications
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.; California Univ., Los Angeles.