 | This article has multiple issues. Please help improve it or discuss these issues on the talk page . (Learn how and when to remove these template messages)
|
Joseph Torgesen is an Emeritus Professor of Psychology and Education at Florida State University. [1] At the time of his retirement from the university in 2008, he was the W. Russell and Eugenia Morcom Chair of Psychology and Education and Director of the Florida Center for Reading Research.
Torgesen received his Ph.D. in Developmental and Clinical Psychology from the University of Michigan in 1976, and served on the Psychology faculty at FSU from 1976 until 2008.
Torgesen's early research focused on memory processes in children with learning disabilities, but most of his career was spent investigating and writing about the language difficulties of children with specific developmental reading disabilities (dyslexia). He is the author or co-author of over 230 books, book chapters, and articles on the psychology of reading, reading disabilities, and reading instruction. [2] His works have been cited over 54,000 times according to Google Scholar. [3] He is also the author, with Richard Wagner and Carol Rashotte, of two of the most widely used diagnostic tests for dyslexia, The Comprehensive Test of Phonological Processes and the Test of Word Reading Efficiency.
In 2002, Torgesen was asked by Governor Jeb Bush of Florida to establish a center for reading research at Florida State University. Since its establishment in 2002, the Florida Center for Reading Research has grown to become one of the leading research centers in reading in the world, with 9 permanent faculty and over 300 current employees.
Dyslexia, previously known as word blindness, is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary, and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.
Phonics is a method for teaching reading and writing to beginners. To use phonics is to teach the relationship between the sounds of the spoken language (phonemes), and the letters (graphemes) or groups of letters or syllables of the written language. Phonics is also known as the alphabetic principle or the alphabetic code. It can be used with any writing system that is alphabetic, such as that of English, Russian, and most other languages. Phonics is also sometimes used as part of the process of teaching Chinese people to read and write Chinese characters, which are not alphabetic, using pinyin, which is alphabetic.
Dyscalculia is a disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics. It is sometimes colloquially referred to as "math dyslexia", though this analogy is misleading as they are distinct syndromes.
Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued due to perspectives of a Reading Readiness model. This model assumes that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill. This approach often led to teaching sub-skills of reading in a decontextualized manner. This style of teaching made it difficult for children to master these early skills, and as a result, did not advance to more advanced literacy instruction and often continued to receive age-inappropriate instruction.
Phonological awareness is an individual's awareness of the phonological structure, or sound structure, of words. Phonological awareness is an important and reliable predictor of later reading ability and has, therefore, been the focus of much research.
A reading disability is a condition in which a person displays difficulty reading. Examples of reading disabilities include: developmental dyslexia, And alexia,
In education, Response to Intervention is an academic approach used to provide early, systematic, and appropriately intensive supplemental instruction and support to children who are currently or may be at risk of performing below grade or age level standards. However, to better reflect the transition toward a more comprehensive approach to intervention, there has been a shift in recent years from the terminology referring to RTI to MTSS, which stands for "multi-tiered system of supports". MTSS represents the latest intervention framework that is being implemented to systematically meet the wider needs which influence student learning and performance.
The Orton-Gillingham approach is a multisensory phonics technique for remedial reading instruction developed in the early-20th century. It is practiced as a direct, explicit, cognitive, cumulative, and multi-sensory approach. While it is most commonly associated with teaching individuals with dyslexia, it is highly effective for all individuals learning to read, spell, and write. In the US, it is promoted by more than 15 commercial programs as well as several private schools for students with dyslexia and related learning disabilities.
Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties".
Management of dyslexia depends on a multitude of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.
The Center for Research, Evaluation and Awareness of Dyslexia is a university-based program at Pittsburg State University in Pittsburg, Kansas, United States. It was established in 1996 to develop strategies for the prevention and remediation of reading disabilities, search for strategies that will lead to the improvement of remedial processes, provide educators and parents with current and appropriate knowledge regarding reading/learning disabilities, provide interdisciplinary evaluations of readers of all ages, promote the concerns relevant to reading disabilities and educate the general public regarding issues pertaining to reading/learning disabilities.
Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.
The history of dyslexia research spans from the late 1800s to the present.
Dyslexia is a reading disorder wherein an individual experiences trouble with reading. Individuals with dyslexia have normal levels of intelligence but can exhibit difficulties with spelling, reading fluency, pronunciation, "sounding out" words, writing out words, and reading comprehension. The neurological nature and underlying causes of dyslexia are an active area of research. However, some experts believe that the distinction of dyslexia as a separate reading disorder and therefore recognized disability is a topic of some controversy.
Dyslexia is a complex, lifelong disorder involving difficulty in learning to read or interpret words, letters and other symbols. Dyslexia does not affect general intelligence, but is often co-diagnosed with ADHD. There are at least three sub-types of dyslexia that have been recognized by researchers: orthographic, or surface dyslexia, phonological dyslexia and mixed dyslexia where individuals exhibit symptoms of both orthographic and phonological dyslexia. Studies have shown that dyslexia is genetic and can be passed down through families, but it is important to note that, although a genetic disorder, there is no specific locus in the brain for reading and writing. The human brain does have language centers, but written language is a cultural artifact, and a very complex one requiring brain regions designed to recognize and interpret written symbols as representations of language in rapid synchronization. The complexity of the system and the lack of genetic predisposition for it is one possible explanation for the difficulty in acquiring and understanding written language.
Dyslexia is a disorder characterized by problems with the visual notation of speech, which in most languages of European origin are problems with alphabet writing systems which have a phonetic construction. Examples of these issues can be problems speaking in full sentences, problems correctly articulating Rs and Ls as well as Ms and Ns, mixing up sounds in multi-syllabic words, problems of immature speech such as "wed and gween" instead of "red and green".
Rapid automatized naming (RAN) is a task that measures how quickly individuals can name aloud objects, pictures, colors, or symbols. Variations in rapid automatized naming time in children provide a strong predictor of their later ability to read, and is independent from other predictors such as phonological awareness, verbal IQ, and existing reading skills. Importantly, rapid automatized naming of pictures and letters can predict later reading abilities for pre-literate children.
Kenneth R. Pugh is president, director of research, and a senior scientist at Haskins Laboratories in New Haven, Connecticut and professor in the Department of Psychology at University of Connecticut. He is also an associate professor in the Department of Linguistics at Yale University, an associate professor in the Department of Diagnostic Radiology at the Yale School of Medicine, and director of the Yale Reading Center. Pugh is a cognitive neuroscientist and experimental psychologist who is best known for his work on the neural, behavioral and cognitive underpinnings of reading and other cognitive activities.
David P. Hurford is a psychologist and researcher who specializes in dyslexia/reading difficulties and attention deficit hyperactivity disorder (ADHD). He is a professor and chair of the Department of Psychology and Counseling at Pittsburg State University and directs the Center for Research, Evaluation and Awareness of Dyslexia at the same institution. In addition, he is the president of Reading Screening, LLC and the manager of the Center for the Assessment and Remediation of Reading Difficulties, Inc. a nonprofit created to help individuals become competent readers and was a Spencer Fellow of the National Academy of Education.
Test of Word Reading Efficiency Second Edition or commonly known as TOWRE - 2 is a kind of reading test developed to test the efficiency of reading ability of children from age 6–24 years. It generally seeks to measure an individual's accuracy and fluency regarding two efficiencies; Sight Word Efficiency (SWE) and Phonemic Decoding Efficiency (PDE). SWE measures ability of pronouncing words that are printed and PDE assesses the quantity of pronouncing phonemically regular non-words. TOWRE - 2 is a very simple test which can be administered by teachers and aides, and it only takes five minutes to complete the procedure. It is commonly used in reading research, classroom assessment and clinical practice. This test is both straightforward and easy to use because it does not require a lot of materials and can be administered by teachers and aides.
| International | |
|---|---|
| National | |
| Other | |
