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TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; CHAPTER 1: HISTORICAL INTRODUCTION
BEGINNING AND CONTINUATION OF DYSLEXIA RESEARCH; INTRODUCTION; BEGINNING; CONTINUATION; Directions of research; Definitions and subdivisions; Phonology
language; Perception
motor skill
neurology
genetics; Evaluation
intervention; A FINAL NOTE ON THE HISTORY OF DYSLEXIA; CHAPTER 2: CHALLENGES IN COGNITIVE PSYCHOLOGY; INTRODUCTION; SOME CHARACTERISTICS OF COGNITIVE PSYCHOLOGY; COGNITIVE EXPLANATIONS?; SOME CHARACTERISTICS OF COGNITIVE TREATMENT; BEHAVIOURISTIC AND CONNECTIONISTIC TREATMENT
A COMBINATION OF TRADITIONSOPTIONS AND LIMITATIONS; CHAPTER 3: DEFINING 'DYSLEXIA'; INTRODUCTION; DIVERSE NEEDS AND PURPOSES; TRADITIONAL DEFINITIONS; The symptom principle; The causality principle; CAN WE DEFINE 'DYSLEXIA'?; WHAT TYPES OF DEFINITIONS?; DEFINITIONS AS HYPOTHESES; DEFINITION AND SUBGROUPING; HOW CAN WE BEST DEFINE 'DYSLEXIA'?; CHAPTER 4: DEFINING 'SKILL'; INTRODUCTION; CHALLENGES; Background and goals; PROBLEMS; Behaviourism ad absurdum; Cognitivism ad absurdum; SOLUTIONS; A realistic psychology; What are skills?; How do we learn skills?; Potentiality and language
CHAPTER 5: READING SKILLINTRODUCTION; THEORIES AND APPROACHES IN READING RESEARCH; The visual approach; Behaviourism; Cognitivism; Connectionism; Bottom-up approach; Top-down approach; Interactive approach; READING SKILL; CHAPTER 6: READING FLUENCY; INTRODUCTION; DIFFERENT VIEWS ON READING FLUENCY; HOW DOES READING FLUENCY MANIFEST ITSELF?; FROM BALANCED APPROACH TO HERMENEUTICS; FOCUSING ON READING FLUENCY IN EDUCATION; CHAPTER 7: READING INSTRUCTION; INTRODUCTION; THE WHOLE LANGUAGE TRADITION; THE PHONICS TRADITION; BALANCED INSTRUCTION; CHAPTER 8: CONCLUDING REFLECTIONS; INTRODUCTION
HAS PROGRESS BEEN MADE IN READING AND DYSLEXIA RESEARCH?State of the art in 2000; State of the art in 1908; IS THERE ANY EMPIRICAL RESEARCH ATTESTING TO THE IMPORTANCE OF PHONEMIC AWARENESS?; HAS COGNITIVE PSYCHOLOGY BEEN BENEFICIAL TO READING RESEARCH?; WHAT KIND OF A PHENOMENON IS READING?; WHAT FOUNDATION SHOULD WE BUILD ON?; REFERENCES; SUBJECT INDEX; NAME INDEX
BEGINNING AND CONTINUATION OF DYSLEXIA RESEARCH; INTRODUCTION; BEGINNING; CONTINUATION; Directions of research; Definitions and subdivisions; Phonology
language; Perception
motor skill
neurology
genetics; Evaluation
intervention; A FINAL NOTE ON THE HISTORY OF DYSLEXIA; CHAPTER 2: CHALLENGES IN COGNITIVE PSYCHOLOGY; INTRODUCTION; SOME CHARACTERISTICS OF COGNITIVE PSYCHOLOGY; COGNITIVE EXPLANATIONS?; SOME CHARACTERISTICS OF COGNITIVE TREATMENT; BEHAVIOURISTIC AND CONNECTIONISTIC TREATMENT
A COMBINATION OF TRADITIONSOPTIONS AND LIMITATIONS; CHAPTER 3: DEFINING 'DYSLEXIA'; INTRODUCTION; DIVERSE NEEDS AND PURPOSES; TRADITIONAL DEFINITIONS; The symptom principle; The causality principle; CAN WE DEFINE 'DYSLEXIA'?; WHAT TYPES OF DEFINITIONS?; DEFINITIONS AS HYPOTHESES; DEFINITION AND SUBGROUPING; HOW CAN WE BEST DEFINE 'DYSLEXIA'?; CHAPTER 4: DEFINING 'SKILL'; INTRODUCTION; CHALLENGES; Background and goals; PROBLEMS; Behaviourism ad absurdum; Cognitivism ad absurdum; SOLUTIONS; A realistic psychology; What are skills?; How do we learn skills?; Potentiality and language
CHAPTER 5: READING SKILLINTRODUCTION; THEORIES AND APPROACHES IN READING RESEARCH; The visual approach; Behaviourism; Cognitivism; Connectionism; Bottom-up approach; Top-down approach; Interactive approach; READING SKILL; CHAPTER 6: READING FLUENCY; INTRODUCTION; DIFFERENT VIEWS ON READING FLUENCY; HOW DOES READING FLUENCY MANIFEST ITSELF?; FROM BALANCED APPROACH TO HERMENEUTICS; FOCUSING ON READING FLUENCY IN EDUCATION; CHAPTER 7: READING INSTRUCTION; INTRODUCTION; THE WHOLE LANGUAGE TRADITION; THE PHONICS TRADITION; BALANCED INSTRUCTION; CHAPTER 8: CONCLUDING REFLECTIONS; INTRODUCTION
HAS PROGRESS BEEN MADE IN READING AND DYSLEXIA RESEARCH?State of the art in 2000; State of the art in 1908; IS THERE ANY EMPIRICAL RESEARCH ATTESTING TO THE IMPORTANCE OF PHONEMIC AWARENESS?; HAS COGNITIVE PSYCHOLOGY BEEN BENEFICIAL TO READING RESEARCH?; WHAT KIND OF A PHENOMENON IS READING?; WHAT FOUNDATION SHOULD WE BUILD ON?; REFERENCES; SUBJECT INDEX; NAME INDEX