Related Research Articles
Dyslexia was known until the 1960s as Word Blindness, and currently also known as a reading disorder and is a disorder characterized by reading below the expected level for one's age. 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.
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 informally known as "math dyslexia", though this can be misleading as dyslexia is a different condition from dyscalculia.
A reading disability is a condition in which a person displays difficulty reading. Examples of reading disabilities include: developmental dyslexia, alexia, and hyperlexia.
Haskins Laboratories, Inc. is an independent 501(c) non-profit corporation, founded in 1935 and located in New Haven, Connecticut, since 1970. Upon moving to New Haven, Haskins entered in to formal affiliation agreements with both Yale University and the University of Connecticut; it remains fully independent, administratively and financially, of both Yale and UConn. Haskins is a multidisciplinary and international community of researchers which conducts basic research on spoken and written language. A guiding perspective of their research is to view speech and language as emerging from biological processes, including those of adaptation, response to stimuli, and conspecific interaction. The Laboratories has a long history of technological and theoretical innovation, from creating systems of rules for speech synthesis and development of an early working prototype of a reading machine for the blind to developing the landmark concept of phonemic awareness as the critical preparation for learning to read an alphabetic writing system.
Alvin Meyer Liberman was born in St. Joseph, Missouri. Liberman was an American psychologist. His ideas set the agenda for fifty years of psychological research in speech perception.
Susan Brady is an American psychologist and literacy expert who is a professor of school psychology at the University of Rhode Island. For many years, she led the Haskins Literacy Initiative at Haskins Laboratories in New Haven, Connecticut which promotes the "science of teaching reading." She has been a leading researcher in the area of reading acquisition for over thirty years and has been involved with efforts to improve state and national policy on the teaching of reading including speaking before a U.S. Senate committee.
Donald P. ShankweilerArchived 2006-06-26 at the Wayback Machine is an eminent psychologist and cognitive scientist who has done pioneering work on the representation and processing of language in the brain. He is a Professor Emeritus of Psychology at the University of Connecticut, a Senior Scientist at Haskins Laboratories in New Haven, Connecticut, and a member of the Board of Directors Archived 2021-01-26 at the Wayback Machine at Haskins. He is married to well-known American philosopher of biology, psychology, and language Ruth Millikan.
Isabelle Yoffe Liberman (1918–1990) was an American psychologist, born in Latvia, who was an expert on reading disabilities, including dyslexia. Isabelle Liberman received her bachelor's degree from Vassar College and her doctorate from Yale University. She was a professor at the University of Connecticut from 1966 through 1987 and a research associate at the Haskins Laboratories.
The phonological deficit hypothesis is a prevalent cognitive-level explanation for the cause of reading difficulties and dyslexia. It stems from evidence that individuals with dyslexia tend to do poorly on tests which measure their ability to decode nonsense words using conventional phonetic rules, and that there is a high correlation between difficulties in connecting the sounds of language to letters and reading delays or failure in children.
Management of dyslexia depends on a multiple of variables; there is no one specific strategy or set of strategies which will work for all who have dyslexia.
Leonard Katz (1938–2017) was an American experimental psychologist, born in Boston, Massachusetts. He was a professor of psychology at the University of Connecticut (1965–2006) and then professor emeritus until 2017. He was a Fellow of the American Association for the Advancement of Science and the Association for Psychological Science.
The history of dyslexia research spans from the late 1800s to the present.
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".
Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of reading, numerical cognition, attention and their attendant difficulties including dyslexia, dyscalculia and ADHD as they relate to education. Researchers in this area may link basic findings in cognitive neuroscience with educational technology to help in curriculum implementation for mathematics education and reading education. The aim of educational neuroscience is to generate basic and applied research that will provide a new transdisciplinary account of learning and teaching, which is capable of informing education. A major goal of educational neuroscience is to bridge the gap between the two fields through a direct dialogue between researchers and educators, avoiding the "middlemen of the brain-based learning industry". These middlemen have a vested commercial interest in the selling of "neuromyths" and their supposed remedies.
Dichotic listening is a psychological test commonly used to investigate selective attention and the lateralization of brain function within the auditory system. It is used within the fields of cognitive psychology and neuroscience.
Dr Hollis Scarborough is an American psychologist and literacy expert who is a senior scientist at Haskins Laboratories in New Haven, Connecticut. She has been a leading researcher in the area of reading acquisition since 1981, and has been involved with efforts to improve US national policy on the teaching of reading.
Dynaread Special Education Corporation is a provider of dyslexia remediation services specifically designed for older struggling readers.
Usha Claire Goswami is a researcher and professor of Cognitive Developmental Neuroscience at the University of Cambridge, a Fellow of St. John's College, Cambridge, and the director of the Centre for Neuroscience in Education, Downing Site. She obtained her Ph.D. in developmental psychology from the University of Oxford before becoming a professor of cognitive developmental psychology at the University College London. Goswami's work is primarily in educational neuroscience with major focuses on reading development and developmental dyslexia.
Ram Frost is a Professor of Psychology at the Hebrew University of Jerusalem with affiliations to Haskins Laboratories in New Haven, USA, and The Basque Center for Cognition Brain and Language (BCBL) in San Sebastian, Spain. He is a world leading expert on cross-linguistic differences in reading. His research on reading in Hebrew has changed the prevalent anglocentric theoretical perspectives of reading research, and has changed the educational system of Israel and its methods of teaching reading.
References
- ↑ Pugh, K., Shaywitz, B., Constable, T., Shaywitz, S., Skudlarski, P., Fulbright, R., Bronen, R., Shankweiler, D., Katz, L., Fletcher, J., & Gore, J. (1996). Cerebral organization of component processes in reading. Brain, 119, 1221-1238
- ↑ Shaywitz, S.E., Shaywitz, B.A., Pugh, K.R., Fulbright, R.K., Constable, R.T., Mencl, W.E., Shakweiler, D.P., Liberman, A.M., Skudlarski, P, Fletcher, J.M, Katz, L., Marchione, K.E., Lacadie, C., Gatenby, C. & Gore, J.C. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Sciences, v. 95, pp. 2636-2641
- ↑ Pugh, Ken and McCardle, Peggy (eds.). (2009). How Children Learn to Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice. Psychology Press.
