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Appendix: Transcript and behavioral data from Profiles in Reading Skills (Four Boys)

Published online by Cambridge University Press:  22 September 2009

By
Jane Holmes Bernstein ,
Francine Benes ,
Kurt Fischer ,
Jerome Kagan ,
Deborah Waber  and
Maryanne Wolf
Edited by
Kurt W. Fischer ,
Jane Holmes Bernstein  and
Mary Helen Immordino-Yang
Jane Holmes Bernstein
Affiliation:
in collaboration with members of the MBB / Development Working Group of the Harvard Interfaculty Initiative on Mind, Brain, & Behavior Senior Associate in Psychology/Neuropsychology Children's Hospital Boston
Francine Benes
Affiliation:
Professor of Psychiatry McLean Hospital
Kurt Fischer
Affiliation:
Charles Warland Bigelow Professor and Director of the Mind, Brain, and Education Program Harvard Graduate School of Education
Deborah Waber
Affiliation:
Director of Research in the Department of Psychiatry Children's Hospital Boston; Associate Professor (Psychology) Department of Psychiatry, Harvard Medical School
Maryanne Wolf
Affiliation:
Director of the Center for Reading and Language Research and Professor of Child Development Tufts University
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

The children: the initial interview

The four boys are all 9 years old. They are right-handed. Jonathan has not experienced difficulty in learning to read. The other three boys have.

Jonathan

  1. … … Well, I like to play sports… …. I like to play

  2. [Jane Holmes Bernstein (JHB): You're a sportsman – OK]

  3. lots of different sports, like… …. I play baseball … and soccer…. I want to play–LAUGHS–hockey and football but I can't–LAUGHS–

  4. [JHB LAUGHS. Why can't you play hockey and football?]

  5. 'cos I'll break too many teeth… … . disingenuous expression +

  6. grin!

  1. Facial Expression

  2. Bright, animated, mischievous.

  3. Intonation

  4. Within normal limits: varies appropriately with content.

  5. Posture

  6. Arms on table, in “conversational space” with JHB.

  7. Gaze Patterns

  8. Gazes up when thinking/formulating remarks; focuses appropriately on JHB when making point.

  9. Interviewer Comment

  10. Comfortable with himself, enjoying the attention. Fluent use of conversational language: turn-taking is smooth with appropriate “cross-cutting” of his and JHB's remarks. Socially aware, even sophisticated: knows that his last remark will not be expected – waits for its effect on JHB!

William

  1. … … I'm really good at geography… …. and … hummm!… I'm really good at

  2. [Maryanne Wolf (MW): yeah]

  3. singing… …. I'm pretty good at lots of things actually.

  4. [MW: Yes, I know that … that's what I hear] [Yeah! That's great …]

  1. Facial Expression

  2. Bright, engaged.

  3. Intonation

  4. Appropriately varied; matched to content of remarks.

  5. Posture

  6. Arms on table; in conversational space with MW.

  7. Gaze Patterns

  8. Looks up and to the side when thinking/formulating; focuses on MW appropriately when offering specific information.

  9. Interviewer Comment

  10. Mildly anxious but very familiar with MW, whom he likes and who enjoys him. Elicits encouraging, soothing tone of voice from MW. Conversation moves smoothly between W and MW with appropriate cross-cutting of utterances.

Type
Chapter
Information
Mind, Brain, and Education in Reading Disorders , pp. 293 - 326
Publisher: Cambridge University Press
Print publication year: 2007

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References

Denckla, M. B. & Rudel, R. G. (1976). Rapid automatized naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471–9.CrossRefGoogle ScholarPubMed
Wolf, M. (1991). Naming speed and reading: the contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123–41.CrossRefGoogle Scholar
Woodcock, R. W. & Johnson, M. B. (1989). The Woodcock-Johnson Psycho-Educational Battery, Revised. Allen, TX: DLM Resources. Letter-Word Identification subtest.Google Scholar
Woodcock, R. W. & Johnson, M. B. (1990) Woodcock-Johnson-Revised Tests of Achievement. The Riverside Publishing Company. Word Attack subtest.Google Scholar
Torgesen, J. K., Wagner, R. K. & Rashotte, C. A. (1999). Test of Word Reading Efficiency. Austin, TX: PRO-ED Publishing, Inc.Google Scholar
Gray Oral Reading Test, 3rd edn, 1992. Austin, TX: PRO-ED.
Wolff, P. H. 1993. Impaired temporal resolution in developmental dyslexia. Annals of the New York Academy of Sciences, 682, 87–103.CrossRefGoogle ScholarPubMed
Wolff, P. H., Michel, G. F., Ovrut, M. & Drake, C. (1990). Rate and timing precision of motor coordination in developmental dyslexia. Developmental Psychology, 26, 349–59.CrossRefGoogle Scholar
Bernstein, J. H. & Waber, D. P. (1996). Developmental scoring system for the Rey-Osterrieth complex figure. Odessa, FL: Psychological Assessment Resources, Inc.Google Scholar
Osterrieth, P. A. (1944). Le test de copie d'une figure complexe. Archives de Psychologie, 30, 206–356.Google Scholar
Rey, A. (1941). L'examen psychologique dans le cas d'encéphalopathie traumatique. Archives de Psychologie, 28, 286–340.Google Scholar
Denckla, M. B. & Rudel, R. G. (1976). Rapid automatized naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471–9.CrossRefGoogle ScholarPubMed
Wolf, M. (1991). Naming speed and reading: the contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123–41.CrossRefGoogle Scholar
Woodcock, R. W. & Johnson, M. B. (1989). The Woodcock-Johnson Psycho-Educational Battery, Revised. Allen, TX: DLM Resources. Letter-Word Identification subtest.Google Scholar
Woodcock, R. W. & Johnson, M. B. (1990) Woodcock-Johnson-Revised Tests of Achievement. The Riverside Publishing Company. Word Attack subtest.Google Scholar
Torgesen, J. K., Wagner, R. K. & Rashotte, C. A. (1999). Test of Word Reading Efficiency. Austin, TX: PRO-ED Publishing, Inc.Google Scholar
Gray Oral Reading Test, 3rd edn, 1992. Austin, TX: PRO-ED.
Wolff, P. H. 1993. Impaired temporal resolution in developmental dyslexia. Annals of the New York Academy of Sciences, 682, 87–103.CrossRefGoogle ScholarPubMed
Wolff, P. H., Michel, G. F., Ovrut, M. & Drake, C. (1990). Rate and timing precision of motor coordination in developmental dyslexia. Developmental Psychology, 26, 349–59.CrossRefGoogle Scholar
Bernstein, J. H. & Waber, D. P. (1996). Developmental scoring system for the Rey-Osterrieth complex figure. Odessa, FL: Psychological Assessment Resources, Inc.Google Scholar
Osterrieth, P. A. (1944). Le test de copie d'une figure complexe. Archives de Psychologie, 30, 206–356.Google Scholar
Rey, A. (1941). L'examen psychologique dans le cas d'encéphalopathie traumatique. Archives de Psychologie, 28, 286–340.Google Scholar

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