Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-22T23:08:39.254Z Has data issue: false hasContentIssue false

Dyslexia: Theory and research. Frank R. Vellutino. Cambridge, MA: The MIT Press, 1979. Pp. xv + 427.

Published online by Cambridge University Press:  28 November 2008

Robert Calfee
Affiliation:
Stanford University

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Book Reviews
Copyright
Copyright © Cambridge University Press 1983

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Applebee, A. N.Research in reading retardation: Two critical problems. Journal of Child Psychology, 1971, 12, 91113.CrossRefGoogle ScholarPubMed
Benton, A. Some conclusions about dyslexia. In Benton, A. L. & Pearl, D. (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University Press, 1978.Google Scholar
Benton, A. L., & Pearl, D. (Eds.) Dyslexia: An appraisal of current knowledge. New York: Oxford University Press, 1978.Google Scholar
Bond, G., & Tinker, M.Reading difficulties: Their diagnosis and correction. New York: Appleton Century Crofts, 1967.Google Scholar
Brewer, W. F. Literary theory, rhetoric, and stylistics: Implications for psychology. In Spiro, R. J., Bruce, B. C., & Brewer, W. F. (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Erlbaum, 1980.Google Scholar
Calfee, R. C. Memory and cognitive skills in reading acquisition. In Duane, D. & Rawson, M. (Eds.), Reading, perception and language. Baltimore, MD: York Press, 1975.Google Scholar
Calfee, R. C. Cognitive psychology and educational practice. In Berliner, D. C. (Ed.), Review of research in education. Washington, D.C.: American Educational Research Association, 1981.Google Scholar
Calfee, R. C. Cognitive models of reading: Implications for assessment and treatment of reading disability. In Malatesha, R. N. & Aaron, P. G. (Eds.), Neuropsychology of developmental dyslexia and acquired alexia: Varieties and treatments. New York: Academic Press, in press.Google Scholar
Calfee, R. C., Spector, J. E., & Becker-Haven, J. The generalizability of social experiments. Presented to American Psychological Association, New York, September 1979.Google Scholar
Clark, M., & Gosnell, M.Dealing with dyslexia. Newsweek, 03 22, 1982, 5556.Google Scholar
Denham, C., & Lieberman, A. (Eds.) Time to learn. Washington, D.C.: U.S. Department of Education, 1980.Google Scholar
Dixon, W. J. & Massey, F. J.Introduction to statistical analysis (3rd ed.). New York: McGraw-Hill, 1969.Google Scholar
Downing, J., & Leong, C. K.Psychology of reading. New York: Macmillan, 1982.Google Scholar
Eisenberg, L. Definitions of dyslexia: Their consequences for research and policy. In Benton, A. L. & Pearl, D. (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University Press, 1978.Google Scholar
Feshbach, S., Adelman, H., & Fuller, W.Prediction of reading and related academic problems. Journal of Educational Psychology, 1977, 69, 299308.CrossRefGoogle Scholar
Gage, N. L.The scientific basis of the art of teaching. New York: Teachers College Press, Columbia University, 1978.Google Scholar
Gould, S. J.The mismeasure of man. New York: Norton, 1981.Google Scholar
MacKinnon, A. R.How do children learn to read? Vancouver, B.C.: Copp Clark Publishing Co., 1959.Google Scholar
Mattis, S. Dyslexia syndromes: A working hypothesis that works. In Benton, A. L. & Pearl, D. (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University Press, 1978.Google Scholar
Mattis, S., French, J. H., & Rapin, I.Dyslexia in children and young adults: Three independent neuropsychological syndromes. Developmental Medicine and Child Neurology, 1975, 17, 150163.CrossRefGoogle Scholar
Olson, D. The language of schooling. Topics in Language Disorders, in press.Google Scholar
Piontkowski, D. C. A structural analysis of classroom processes in beginning reading instruction. Unpublished doctoral dissertation, Stanford University, 1981.Google Scholar
Pullis, M., & Cadwell, J.The influence of children's temperament characteristics on teachers' decision strategies. American Educational Research Journal, 1982, 19, 165181.CrossRefGoogle Scholar
Senf, G. M., & Feshbach, S.Development of bisensory memory in culturally deprived, dyslexic, and normal readers. Journal of Educational Psychology, 1970, 61, 461470.Google Scholar
Simon, H. A.The sciences of the artificial (2nd ed.). Cambridge, MA: MIT Press, 1981.Google Scholar
Valtin, R. Deficiencies in research on reading deficiency. In Kavanaugh, J. F. & Venezky, R. L. (Eds.), Orthography, reading, and dyslexia. Baltimore, MD: University Park Press, 1980.Google Scholar
Vellutino, F. R.Dyslexia: Theory and research. Cambridge, MA: MIT Press, 1979.Google Scholar
Weiner, M., & Cromer, W.Reading and reading difficulty: A conceptual analysis. Harvard Educational Review, 1967, 37, 620–64.CrossRefGoogle Scholar
Winslow, R.Enabling the disabled to learn. This World, San Francisco Examiner/Chronicle, 03 28, 1982, 22.Google Scholar
Zigmond, N. Remediation of dyslexia: A discussion. In Benton, A. L. & Pearl, D. (Eds.), Dyslexià: An appraisal of current knowledge. New York: Oxford University Press, 1978.Google Scholar