Robert E. Valett

Last updated

Robert E. Valett
BornNovember 22, 1927
DiedNovember 14, 2008
NationalityAmerican
EducationMA, Ed.D
Alma mater University of Iowa George Williams College
OccupationPsychologist, author
Notable work
Spiritual Guides to Holistic Health and Happiness
Spouse(s)Shirley Bellman
Children5

Robert E. Valett (November 22, 1927 – November 14, 2008) was an American psychology professor who wrote more than 20 books primarily focused on educational psychology. He earned the distinguished psychologist award from the San Joaquin Psychological Association [1] and was a president of the California Association of School Psychologists. [2]

Contents

Early life and education

Robert Edward Valett was born in Clinton, Iowa on November 22, 1927. His father, Edward John Valett, worked for the railroad as a pipe fitter and his mother, Myrtle (née Peterson), was a saleswoman. Valett attended Clinton High School while also achieving the rank of Eagle Scout in the Boy Scouts of America. [3] During World War 2, he served in the U.S. Navy Medical Corps. He then did his undergraduate work at the University of Iowa and George Williams College. Valett went on to earn an MA from the University of Chicago (1951 [4] ) and an (Ed.D.) in educational psychology from the University of California in Los Angeles. [5]

Career

Valett was a professor of psychology at Orange Coast College in Costa Mesa, Ca., and the University of Canterbury in New Zealand and taught psychology from 1970 to 1992 at California State University, Fresno where he was named Professor Emeritus. He authored several books on learning disabilities, child development, dyslexia and attention disorders/hyperactivity. He received the distinguished psychologist award from the San Joaquin Psychological Association in 1982 and served as president of the California Association of School Psychologists from 1971 to 1972. [1] [6]

Personal life

In 1950, Valett married Shirley Bellman with whom he had 5 children. He died on November 14, 2008, in Fresno, California. [2]

Books

Related Research Articles

Dyslexia, also known as reading disorder, is characterized by trouble with reading despite normal intelligence. 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. When someone who previously could read loses their ability, it is known as "alexia". 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.

Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.

Psychological testing is the administration of psychological tests. Psychological tests are administered by trained evaluators. A person's responses are evaluated according to carefully prescribed guidelines. Scores are thought to reflect individual differences in the construct the test purports to measure.The science behind psychological testing is psychometrics.

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 it is a different condition.

Nadeen L. Kaufman is an American psychology professor known for her work on learning disability.

Reading disability

A reading disability is a condition in which a sufferer displays difficulty reading. Examples of reading disabilities include: developmental dyslexia, alexia, and hyperlexia.

In education, response to intervention is an approach to academic intervention used in the United States to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. RTI seeks to promote academic success through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions for children who continue to have difficulty. RTI is a multileveled approach for aiding students that is adjusted and modified as needed if they are failing.

Samuel Torrey Orton was an American physician who pioneered the study of learning disabilities. He examined the causes and treatment of dyslexia.

Learning disability Range of neurodevelopmental conditions

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 lack of ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while difficulties such as dyslexia and dyspraxia are usually referred to as "learning difficulties".

The Center for Research, Evaluation and Awareness of Dyslexia is a university-based program at Pittsburg State University, Pittsburg, Kansas. It was established in 1996 to:

The Das–Naglieri cognitive assessment system (CAS) test is an individually administered test of cognitive functioning for children and adolescents ranging from 5 through 17 years of age that was designed to assess the planning, attention, simultaneous and successive cognitive processes as described in the PASS theory of intelligence.

In the United States education system, School Psychological Examiners assess the needs of students in schools for special education services or other interventions. The post requires a relevant postgraduate qualification and specialist training. This role is distinct within school psychology from that of the psychiatrist, clinical psychologist and psychometrist.

Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age. Most people with this disability find it hard to communicate, to express ideas efficiently and what they say may be ambiguous and hard to understand It is a neurological difference. It is often hereditary, and is frequently associated to specific language problems.

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.

David L. Wodrich

David L Wodrich is an American psychologist, professor, researcher, and author. He is currently professor emeritus in the Department of Disability and Psychoeducational Studies at the University of Arizona. He previously held the Mary Emily Warner Professorship of Psychology in Education at Arizona State University.

The Planning, Attention-Arousal, Simultaneous and Successive (PASS) theory of intelligence, first proposed in 1975, and later elaborated by Das, Naglieri & Kirby (1994) and Das, Kar & Parrila, (1996) challenges g-theory on the grounds that the brain is made up of interdependent, but separate, functional systems. Neuroimaging studies and clinical studies of individuals with brain lesions make it clear that the brain is modularized; for example, damage to a very specific area of the left temporal lobe will impair the production of spoken and written language. Damage to an adjacent area will have the opposite impact, preserving the individual's ability to produce, but not understand speech and text.

Gary B. Mesibov is a Licensed Psychologist, Psychology professor, editor and an author.

Paul Satz was an American psychologist, and one of the founders of the discipline neuropsychology. His research on the relationship between the brain and human behavior spanned diverse topics including laterality, handedness, and developmental disorders. He published over 300 publications, received numerous grants and awards, and established the first neuropsychology lab. Towards the latter part of his career, Satz's research interests focused more on the cognitive deficits associated with head injury, dementia, and ageing.

Simple view of reading Scientific theory of Reading Comprehension

The simple view of reading is a scientific theory that a student's ability to understand written words depends on how well they sound out (decode) the words and understand the meaning of those words. Specifically, their reading comprehension can be predicted by multiplying their skill in decoding the written words by their ability to understand the meaning of those words. It is expressed in this equation:

Developmental neuropsychology combines the fields of neuroscience and developmental psychology, while drawing from various other related disciplines. It examines the relationship of behavior and brain function throughout the course of an individual’s lifespan, though often emphasis is put on childhood and adolescence when the majority of brain development occurs. Research tends to focus on development of important behavioral functions like perception, language, and other cognitive processes. Studies in this field are often centered around children or other individuals with developmental disorders or various kinds of brain related trauma or injury. A key concept of this field is that looks at and attempts to relate the psychological aspects of development, such as behavior, comprehension, cognition, etc., to the specific neural structures; it draws parallels between behavior and mechanism in the brain. Research in this field involves various cognitive tasks and tests as well as neuroimaging. Some of the many conditions studied by developmental neuropsychologists include congenital or acquired brain damage, autism spectrum disorder, attention deficit disorder, executive dysfunction, seizures, intellectual disabilities, obsessive compulsive disorder, stuttering, schizophrenia, developmental aphasia, and other learning delays such as dyslexia, dysgraphia, and dyspraxia.

References

  1. 1 2 "San Joaquin Valley Psychological Association – Distinguished Psychologists". sjvpa.wildapricot.org. Retrieved February 8, 2017.
  2. 1 2 "Robert E. Valett (1927–2008) – Find A Grave Memorial". www.findagrave.com. Retrieved February 3, 2017.
  3. "Valett, Dr Robert Edward". iagenweb.org. Retrieved February 3, 2017.
  4. ""Books by Alumni," U of C Magazine, August 1997". magazine.uchicago.edu. Retrieved February 8, 2017.
  5. "Dr. Robert Edward (Bob) Valett". Clinton Herald. Retrieved February 8, 2017.
  6. Valett, Robert (February 7, 2017). "CSUS CASP presidents" (PDF). www.csus.edu/. Archived (PDF) from the original on February 9, 2017. Retrieved February 9, 2017.
  7. Valett, Robert E. (January 1, 1967). The remediation of learning disabilities;: A handbook of psychoeducational resource programs. Fearon Publishers.
  8. Holdings: A psychoeducational inventory of basic learning abilities. www.library.yorku.ca. Fearon Publishers. 1968. ISBN   9780822456414 . Retrieved February 6, 2017.
  9. "Books by Robert E. Valett". goodreads.com. Retrieved February 6, 2017.
  10. Valett, Robert E. (January 1, 1969). Programming learning disabilities. Fearon Publishers.
  11. "Programming Learning Disabilities by Valett, Robert E.;: Hardbound – Bank of Books". www.abebooks.com. Retrieved February 7, 2017.
  12. Valett, Robert E. (January 1, 1969). Programming learning disabilities. Fearon Publishers.
  13. Modifying children's behavior; a guide for parents and professionals in SearchWorks. searchworks.stanford.edu. Fearon Publishers. Retrieved February 7, 2017.
  14. Valett, Robert E. (January 1, 1972). Determining individual learning objectives. Lear Siegler/Fearon. ISBN   9780822416906.
  15. "Journal of School Psychology". iprlicense.com. Retrieved February 7, 2017.
  16. Valett, Robert E. (January 1, 1972). A basic screening and referral form for children with suspected learning and behavioral disabilities. Fearon.
  17. Valett, Robert E. (June 1, 1973). Learning Disabilities: Diagnostic-Prescriptive Instruments. Lake Pub Co. ISBN   9780822442554.
  18. Valett, Robert E. (January 1, 1974). Self-actualization: A guide to happiness and self-determination. Niles, Ill: Argus Communications. ISBN   9780913592465.
  19. Valett, Robert E. (January 1, 1974). The Psychoeducational Treatment of Hyperactive Children. Belmont, CA Fearon Publishers.
  20. Morris, Joseph (April 1, 1977). "Valett, R. E. The psychoeducational treatment of hyperactive children. Belmont, CA: Fearon, 1974 (paper)". Psychology in the Schools. 14 (2): 238–239. doi:10.1002/1520-6807(197704)14:2<238::aid-pits2310140224>3.0.co;2-y. ISSN   1520-6807.
  21. Valett, Robert E. (January 1, 1974). Affective-humanistic education; goals, programs & learning activities. Belmont, Calif.: L. Siegler/Fearon Publishers. ISBN   9780822401155.
  22. Bubna-Litic, David (April 1, 2016). Spirituality and Corporate Social Responsibility: Interpenetrating Worlds. CRC Press. ISBN   9781317051190.
  23. Valett, Robert E. (January 1, 1977). Humanistic education: developing the total person. Saint Louis: Mosby. ISBN   978-0801652127. OCLC   2508492.
  24. Valett, Robert E. (November 30, 1976). "Humanistic Education: Developing the Total Person".Cite journal requires |journal= (help)
  25. "Developing Cognitive Abilities". Goodreads. Retrieved February 7, 2017.
  26. Valett, Robert E. (January 1, 1978). Developing cognitive abilities: Teaching children to think. Mosby. ISBN   9780801652134.
  27. "9780822425021: The Dyslexia Screening Survey: A Checklist of Basic Neuropsychological Skills – AbeBooks – Valett, Robert E.: 0822425025". www.abebooks.com. Retrieved February 7, 2017.
  28. Inc, Wobo. "The Dyslexia Screening Survey – Valett, Robert E. – 9780822425021". www.hpb.com. Retrieved February 7, 2017.
  29. Valett, Robert E.; Pitman Learning, Inc (January 1, 1980). The dyslexia screening survey: a checklist of basic neuropsychological skills. Belmont [Calif.: Pitman Learning. ISBN   978-0822425021. OCLC   462009962.
  30. "Dyslexia, a Neuropsychological Approach to Educating Children with Severe Reading Disorders". mireva.com. Retrieved February 7, 2017.
  31. Valett, Robert E. (January 1, 1980). Dyslexia: A Neuropsychological Approach to Educating Children with Severe Reading Disorders. Costello Education. ISBN   9780710400338.
  32. Ramirez, Paul Michael (January 1, 1987). "Test Review: Valett Inventory of Critical Thinking Abilities (VICTA)". The Reading Teacher. 41 (3): 348–351. JSTOR   20199777.
  33. Ramirez, Paul Michael (November 30, 1986). "Test Review: Valett Inventory of Critical Thinking Abilities (VICTA)". Reading Teacher. 41 (3): 348–50.
  34. "How to Write an I.E." g.co. Retrieved February 7, 2017.
  35. Valett, Robert E. (February 6, 2017). "How to Write an I.E." gettextbooks.com.
  36. "The Valett Perceptual-Motor Transitions to Reading Program Robert E. Valett". books.prettyfamous.com. Retrieved February 7, 2017.
  37. "The Valett Perceptual-Motor Transitions to Reading Program ~ Hardback ~ Shirley B Valett". Mighty Ape NZ. Retrieved February 7, 2017.
  38. Valett, Robert E. (August 1, 2002). Spiritual Guides to Holistic Health and Happiness. iUniverse. ISBN   9780595240203.