A Linguistic Approach to the Study of Dyslexia

A Linguistic Approach to the Study of Dyslexia

Author: Gloria Cappelli

Publisher: Channel View Publications

Published: 2022-08-19

Total Pages: 573

ISBN-13: 1800415982

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This volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder’s behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed: neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia.


Dyslexia in First and Foreign Language Learning

Dyslexia in First and Foreign Language Learning

Author: Monika Lodej

Publisher: Cambridge Scholars Publishing

Published: 2016-08-17

Total Pages: 160

ISBN-13: 1443898120

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According to International Educational Statistics (2008), there are total of 654.9 million school-age children in the world. If dyslexia affects 10–15% of these youth (Fletcher et al. 2007), this translates to approximately 65–98 million students with difficulties in reading and writing. The EU strategic plan for education (2010) recognises the need for EU citizens to speak a foreign language. As such, foreign language courses are introduced on an obligatory basis at the primary level of education. Dyslexic students are not exempt from this regulation, and, thus, are confronted with different language systems that must be mastered. The difficulty here escalates if the systems differ significantly in their levels of orthographic transparency. Reading and writing are operationalised by the same biological functions that are defined by the universal perspective. However, language systems differ in terms of their transparency; for example, English and French are considered opaque scripts, whereas Spanish and Italian are described as transparent orthographies. These differences are discussed in this book as part of the language specific perspective, which can, in turn, raise questions such as: “Is a dyslexic student equally impaired in any language they study?” and “Is the type of difficulty primarily dependent on the language system or is it rather a dyslexia syndrome?” This volume provides answers through a synthesis of research on reading difficulties in first and foreign languages and existing taxonomies of dyslexia sub-types.


Dyslexia and Foreign Language Learning

Dyslexia and Foreign Language Learning

Author: Elke Schneider

Publisher: Routledge

Published: 2012-07-26

Total Pages: 129

ISBN-13: 1136611789

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Offering strategies and techniques for teaching modern foreign languages - an often severely challenging subject for pupils with dyslexia - this book is specifically designed to meet the needs of the busy subject specialist teacher looking for guidance on supporting pupils.


Language Acquisition, Processing and Bilingualism

Language Acquisition, Processing and Bilingualism

Author: Anna Cardinaletti

Publisher: Cambridge Scholars Publishing

Published: 2020-07-16

Total Pages: 330

ISBN-13: 1527556786

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Bringing together selected papers from the conference “The Romance Turn VII” held in Venice in October 2015, this volume focuses on a broad range of topics at the heart of the current debate on language acquisition, including clitic pronouns, left-dislocations, passives, relative clauses, and wh-questions. It explores these topics within a range of different acquisition settings, such as L1 and L2 acquisition, bilingualism, typical and atypical development. In addition to syntax, the volume covers other modules of grammar, namely, semantics, pragmatics, and phonology, and adds a perspective on language processing to current discussions on the acquisition of Romance languages. This book also includes contributions on atypical language acquisition in cases of deafness and on language intervention based on formal linguistics. It will appeal not only to scholars and students interested in the nature and processes behind first, second and bilingual language acquisition, and impaired language acquisition, but also to language educators and clinicians.


Dyslexia in the Foreign Language Classroom

Dyslexia in the Foreign Language Classroom

Author: Joanna Nijakowska

Publisher: Multilingual Matters

Published: 2010-06-23

Total Pages: 249

ISBN-13: 1847694004

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This book addresses specific learning difficulties in reading and spelling – developmental dyslexia. Set in the cross-linguistic context, it presents issues surrounding dyslexia from the perspective of a foreign language teacher. It is intended to serve as a reference book for those involved in foreign language teaching, including experienced in-service teachers and novice teachers, as well as teacher trainers and trainees. It offers an up-to-date and reader-friendly study of the mechanisms of dyslexia and an overview of the current research on the disorder, in theoretical and practical terms. Its aim is to help teachers tackle one of the many challenges they face in the modern classroom: the organization of an effective foreign language teaching process for students with dyslexia.


The Dyslexia Debate

The Dyslexia Debate

Author: Julian G. Elliott

Publisher: Cambridge University Press

Published: 2014-03-24

Total Pages: 295

ISBN-13: 0521119863

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An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers.


A Longitudinal Study of Dyslexia

A Longitudinal Study of Dyslexia

Author: Hans-Jörgen Gjessing

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 349

ISBN-13: 1441987045

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Psychological and educational researchers in the Scandinavian countries have cooperated in a research effort relating to children's learning disabilities for more than a decade. Support has come from the federal governments and other funding agencies in Norway, Sweden, and Denmark through the Secretariat for Scan dinavian Cultural Cooperation. A number of independent studies have already been published, dealing with various aspects oflearning disabilities in the literacy skills of reading and writing. The largest and most comprehensive study was the Bergen Project, a longitudi nal study of an entire cohort of children, with special emphasis on those who developed specific learning disabilities in reading and writing (dyslexia). These dyslexic children were studied, diagnosed, and treated over a period of nine years, along with various control and comparison groups, which included a large subgroup with general learning disabilities (retarded). The Bergen Project involved the collection of voluminous data. The children were identified by means of special diagnostic tests and treated using remedial materials and techniques that had been developed to deal with various types of dyslexia. The ophthalmology team not only tested the children, but they also prescribed and provided glasses, and even performed surgery when necessary. The pediatric neurologists did general pediatric and neurological examinations, following up many of the cases with EEGs and CT (computerized tomography, brain x-rays).


The Study of Dyslexia

The Study of Dyslexia

Author: Martin Turner

Publisher: Springer Science & Business Media

Published: 2006-01-16

Total Pages: 294

ISBN-13: 0306485346

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In long-ago 1999, the Dyslexia Institute and Plenum Press conceived a plan for two books which would gather the best of current knowledge and practice in dyslexia studies. This would benefit those—but not only those—many individuals who train with us, acquiring a postgraduate certificate and diploma with our higher education partner, the University of York. Since then, the century changed, the hinge of history creaked and Plenum was taken over by Kluwer Academic Publishers, but the first of the pair, Dyslexia in Practice, emerged quickly and on schedule (Townend and Turner, 2000). Written by staff and close associates of the Institute, its chapters were produced under close scrutiny and with the expedition of a command economy. To our delight, the book has seen a success which went beyond the dreams of its editors: it has been adopted by other courses similar to our own and is widely referred to. The same was never likely to be true of The Study of Dyslexia, which was envisaged as a theoretical companion volume written by authors and researchers of international repute. Nearly five years after the idea first took shape, this second volume now arrives to complete the enterprise, but it has been a very different project.


Children with Specific Language Impairment

Children with Specific Language Impairment

Author: Laurence B. Leonard

Publisher: MIT Press

Published: 2000

Total Pages: 358

ISBN-13: 9780262621366

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Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice.


Case Studies in Neuropsychology of Reading

Case Studies in Neuropsychology of Reading

Author: Elaine Funnell

Publisher: Psychology Press

Published: 2013-12-16

Total Pages: 161

ISBN-13: 1317774981

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Each chapter represents a personal account of a reading disorder through which details of the features of the disorder, methods used for testing, and theoretical accounts are illustrated. Controversies are explained, theories evaluated and anomalies pointed out. From this emerges a picture of the central properties of each disorder and the contribution of each to our understanding of the reading system as a whole. However, the picture is not complete: loose threads tantalise, some findings are hard to explain, and some newly controversial theories are put forward. The intention is to provide information that will help to equip the reader with the knowledge and expertise necessary to take the study of these reading disorders forward.