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11 - Analyzing the reading abilities of four boys: educational implications

Published online by Cambridge University Press:  22 September 2009

By
Susan Brady
Edited by
Kurt W. Fischer ,
Jane Holmes Bernstein  and
Mary Helen Immordino-Yang
Susan Brady
Affiliation:
Professor of Psychology University of Rhode Island; Senior Scientist Haskins Laboratories
Kurt W. Fischer
Affiliation:
Harvard University, Massachusetts
Jane Holmes Bernstein
Affiliation:
The Children's Hospital, Boston
Mary Helen Immordino-Yang
Affiliation:
University of Southern California
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Summary

Overview: In order for neuropsychological research on dyslexia to be useful to educators and learning-disabled children, its educational implications must be laid out explicitly, and the working definitions and categories framing the neuropsychological research must be tested against the demonstrated needs of dyslexic children. The goal is to assure a good fit between the questions guiding the neuropsychological research and the questions asked by educators about their students. Brady translates the neuropsychological work, such as research on rapid serial naming, into recommendations for educational practice and indicates where neuropsychological research categories seem incongruent with the educational evidence. For example, research indicating that dyslexic children have phonological processing problems often has unclear implications, because several relevant skills, such as phonemic awareness and grapheme decoding, are unjustifiably lumped together. Progress on understanding dyslexia requires better analysis of the relations between written and oral language processing, including component reading skills.

The Editors

As Jane Holmes Bernstein describes in Chapter 14 (this volume), four boys varying in reading ability were filmed and given a battery of tests to provide a framework for discussion about current views on reading acquisition and reading difficulties. The boys are presented in three contexts. First, each is introduced and portions of his individual conversations with the tester are included, providing a brief window on each boy's language skills and personality. Next, samples of each child's performance on three of the rapid naming tasks are shown: color naming, letter naming, and object naming.

Type
Chapter
Information
Mind, Brain, and Education in Reading Disorders , pp. 196 - 216
Publisher: Cambridge University Press
Print publication year: 2007

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