Results 161 to 170 of about 32,148 (211)
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Journal of Learning Disabilities, 2009
In 2007, the New Zealand Ministry of Education formally recognized the condition of dyslexia for the first time and has subsequently developed a working definition of the condition. The aim of this article is to draw on contemporary theory and research on reading development, reading difficulties, and reading intervention to describe what the authors ...
William, Tunmer, Keith, Greaney
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In 2007, the New Zealand Ministry of Education formally recognized the condition of dyslexia for the first time and has subsequently developed a working definition of the condition. The aim of this article is to draw on contemporary theory and research on reading development, reading difficulties, and reading intervention to describe what the authors ...
William, Tunmer, Keith, Greaney
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Brain, 1980
In this study we have reported our investigation of two patients with an acquired dyslexia characterized by letter-by-letter reading, whole word reading being apparently impossible. It has been shown that this phenomenon of letter-by-letter reading cannot be accounted for by visual or perceptual factors nor by impairment of visual span of apprehension.
WARRINGTON EK, Shallice, Timothy
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In this study we have reported our investigation of two patients with an acquired dyslexia characterized by letter-by-letter reading, whole word reading being apparently impossible. It has been shown that this phenomenon of letter-by-letter reading cannot be accounted for by visual or perceptual factors nor by impairment of visual span of apprehension.
WARRINGTON EK, Shallice, Timothy
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Brain, 1979
An analytical investigation of the residual reading capacities of a single patient with dyslexia without dysgraphia is reported. Both his ability to name and to comprehend letters and words were severely impaired. The major finding of this investigation was AR's striking capacity for categorizing words he could not read.
WARRINGTON EK, Shallice, Timothy
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An analytical investigation of the residual reading capacities of a single patient with dyslexia without dysgraphia is reported. Both his ability to name and to comprehend letters and words were severely impaired. The major finding of this investigation was AR's striking capacity for categorizing words he could not read.
WARRINGTON EK, Shallice, Timothy
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Pediatric Clinics of North America, 2007
Reading skills progress in a stage-like manner. There is no evidence that reading, unlike language, develops without direct instruction. Failing to develop preceding skills has a dramatic impact on development of more sophisticated cognitive skills. For example, children who have poor phonemic sensitivity struggle to develop phonetic decoding; poor ...
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Reading skills progress in a stage-like manner. There is no evidence that reading, unlike language, develops without direct instruction. Failing to develop preceding skills has a dramatic impact on development of more sophisticated cognitive skills. For example, children who have poor phonemic sensitivity struggle to develop phonetic decoding; poor ...
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Seminars in Neurology, 1993
Abstract Unlike the ability to speak, which has presumably evolved over hundreds of thousands of years, the ability to read is a relatively recent development that is dependent upon both the capacity to process complex visual stimuli and the ability to engage phonologic, syntactic, and other language capacities.
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Abstract Unlike the ability to speak, which has presumably evolved over hundreds of thousands of years, the ability to read is a relatively recent development that is dependent upon both the capacity to process complex visual stimuli and the ability to engage phonologic, syntactic, and other language capacities.
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Journal of Learning Disabilities, 1991
One of our editorial policies is to provide a forum for discussion on various key issues in our field. This is important because there are many different vantage points to some issues. The Forum section of the journal allows individuals to reflect on these matters from their own viewpoints.
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One of our editorial policies is to provide a forum for discussion on various key issues in our field. This is important because there are many different vantage points to some issues. The Forum section of the journal allows individuals to reflect on these matters from their own viewpoints.
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School Psychology International, 1983
When it becomes fashionable to use a diagnostic term such as 'specific dyslexia' a great number of people, especially parents, and including some teachers, and even perhaps some psychologists, give a sigh of relief that they have at last identified verbally what they know exists in reality.
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When it becomes fashionable to use a diagnostic term such as 'specific dyslexia' a great number of people, especially parents, and including some teachers, and even perhaps some psychologists, give a sigh of relief that they have at last identified verbally what they know exists in reality.
openaire +1 more source