زائر

تسجيل الاشتراك

لديك حساب؟ تسجيل دخول

  • ePub Logo
  • PDF Logo
  • Kindle Logo

قائمة المراجع

الفصل الأول: هل يوجد ما يُعرف بعُسر القراءة؟

  • Orton, S. T. (1925). Word Blindness in School Children. Archives of Neurology & Psychiatry, 14(5).
  • Pringle Morgan, W. (1896). A Case of Congenital Word Blindness. British Medical Journal, 2(1871), 1378.
  • Rutter, M. and Yule, W. (1975). The Concept of Specific Reading Retardation. Journal of Child Psychology and Psychiatry, 16, 181–97.

الفصل الثاني: كيفية تعلُّم القراءة (وما يحُول دون تعلم القراءة)

  • Byrne, B. (1996). The Learnability of the Alphabetic Principle: Children’s Initial Hypotheses about How Print Represents Spoken Language. Applied Psycholinguistics, 17(4), 401–26.
  • Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J., and Snowling, M. J. (2012). The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies with Mediation Analyses. Psychological Science, 23(6), 572–7.
  • Ehri, L. C. (1995). Phases of Development in Learning to Read Words by Sight. Journal of Research in Reading, 18(2), 116–25.
  • Jorm, A. F. and Share, D. L. (1983). Phonological Recoding and Reading Acquisition. Applied Psycholinguistics, 4(2), 103–47.
  • Stanovich, K. E. (1980). Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency. Reading Research Quarterly, 16(1), 32–71.
  • Seidenberg, M. S. and McClelland, J. (1989). A Distributed, Developmental Model of Word Recognition. Psychological Review, 96, 523–68.
  • Treiman, R. (2017). Learning to Spell Words: Findings, Theories, and Issues. Scientific Studies of Reading, 21(4), 265–76.
  • Read, C. (1971). Pre-School Children’s Knowledge of English Phonology. Harvard Educational Review, 41(1), 1–34.
  • Caravolas, M., Hulme, C., and Snowling, M. J. (2001). The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study. Journal of Memory and Language, 45(4), 751–74.
  • Treiman, R., Cassar, M., and Zukowski, A. (1994). What Types of Linguistic Information Do Children Use in Spelling? The Case of Flaps. Child Development, 65(5), 1318–37.
  • Gough, P. B. and Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6–10.
  • Castles, A., Rastle, K., and Nation, K. (2018). Ending the Reading Wars: Reading Acquisition from Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51.
  • Perfetti, C. A. and Hart, L. (2002). The Lexical Quality Hypothesis. Precursors of Functional Literacy, 11, 67–86.
  • Share, D. L. (2008). On the Anglocentricities of Current Reading Research and Practice: The Perils of Overreliance on an “Outlier” Orthography. Psychological Bulletin, 134(4), 584.
  • Caravolas, M., Lervåg, A., Mousikou, P., Efrim, C., Litavsky, M., Onochie-Quintanilla, E., and Hulme, C. (2012). Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies. Psychological Science, 23(6), 678–86.
  • Caravolas, M., Lervåg, A., Defior, S., Seidlová Málková, G., and Hulme, C. (2013). Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies. Psychological Science, 24(8), 1398–407. doi: 10.1177/0956797612473122.
  • Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., and Shu, H. (2016). On the Relationship between Phonological Awareness, Morphological Awareness and Chinese Literacy Skills: Evidence from an 8-Year Longitudinal Study. Developmental Science, 19(6), 982–91.
  • Snowling, M. and Hulme, C. (1989). A Longitudinal Case Study of Developmental Phonological Dyslexia. Cognitive Neuropsychology, 6(4), 379–401.

الفصل الثالث: ما الأسباب الإدراكية لعُسر القراءة؟

  • Wagner, R. K. and Torgeson, J. K. (1987). The Nature of Phonological Processing and Its Causal Role in the Acquisition of Reading Skills. Psychological Bulletin, 101, 192–212.
  • Lervåg, A. and Hulme, C. (2009). Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency. Psychological Science, 20(8), 1040–8.
  • Hulme, C., Nash, H. M., Gooch, D., Lervåg, A., and Snowling, M. J. (2015). The Foundations of Literacy Development in Children at Familial Risk of Dyslexia. Psychological Science, 26(12), 1877–86.
  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., and Scanlon, D. M. (2004). Specific Reading Disability (Dyslexia): What Have We Learned in the Past Four Decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40.
  • Hulme, C. (2014). Reading Retardation and Multi-Sensory Teaching (Psychology Revivals). Routledge.
  • Shankweiler, D., Liberman, I. Y., Mark, L. S., Fowler, C. A., and Fischer, F. W. (1979). The Speech Code and Learning to Read. Journal of Experimental Psychology: Human Learning and Memory, 5(6), 531–45.
  • Snowling, M. J. (1980). The Development of Grapheme-Phoneme Correspondence in Normal and Dyslexic Readers. Journal of Experimental Child Psychology, 29(2), 294–305.
  • Melby-Lervåg, M., Lyster, S.-A. H., and Hulme, C. (2012). Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review. Psychological Bulletin, 138(2), 322–52.
  • Ehri, L. C. and Wilce, L. S. (1980). The Influence of Orthography on Readers’ Conceptualization of the Phonemic Structure of Words. Applied Psycholinguistics, 1(4), 371–85.
  • Castro-Caldas, A., Petersson, K. M., Reis, A., Stone-Elander, S., and Ingvar, M. (1998). The Illiterate Brain: Learning to Read and Write during Childhood Influences the Functional Organization of the Adult Brain. Brain: A Journal of Neurology, 121(6), 1053–63.
  • Tallal, P. (1980). Auditory Temporal Perception, Phonics, and Reading Disabilities in Children. Brain and Language, 9(2), 182–98.
  • Snowling, M. J., Gooch, D., McArthur, G., and Hulme, C. (2018). Language Skills, but Not Frequency Discrimination, Predict Reading Skills in Children at Risk of Dyslexia. Psychological Science, 29(8), 1270–82.
  • Goswami, U. (2011). A Temporal Sampling Framework for Developmental Dyslexia. Trends in Cognitive Sciences, 15(1), 3–10.
  • Lovegrove, W., Martin, F., and Slaghuis, W. (1986). A Theoretical and Experimental Case for a Visual Deficit in Specific Reading Disability. Cognitive Neuropsychology, 3(2), 225–67.
  • Olulade, O. A., Napoliello, E. M., and Eden, G. F. (2013). Abnormal Visual Motion Processing Is Not a Cause of Dyslexia. Neuron, 79(1), 180–90.
  • Bosse, M. L., Tainturier, M. J., and Valdois, S. (2007). Developmental Dyslexia: The Visual Attention Span Deficit Hypothesis. Cognition, 104(2), 198–230.
  • Ziegler, J. C., Pech-Georgel, C., Dufau, S., and Grainger, J. (2010). Rapid Processing of Letters, Digits and Symbols: What Purely Visual-Attentional Deficit in Developmental Dyslexia? Developmental Science, 13(4), F8–14.
  • Rochelle, K. S. and Talcott, J. B. (2006). Impaired Balance in Developmental Dyslexia? A Meta-Analysis of the Contending Evidence. Journal of Child Psychology and Psychiatry, 47(11), 1159–66.
  • Saksida, A., Iannuzzi, S., Bogliotti, C., Chaix, Y., Démonet, J. F., Bricout, L., …, and Ramus, F. (2016). Phonological Skills, Visual Attention Span, and Visual Stress in Developmental Dyslexia: Insights from a Population of French Children. Developmental Psychology, 52(10), 1503–16.
  • Snowling, M. J. and Melby-Lervåg, M. (2016). Oral Language Deficits in Familial Dyslexia: A Meta-Analysis and Review. Psychological Bulletin, 142(5), 498–545.
  • Pennington, B. F. (2006). From Single to Multiple Deficit Models of Developmental Disorders. Cognition, 101(2), 385–413.
  • Snowling, M. J., Nash, H. M., Gooch, D., Hayiou-Thomas, M. E., Hulme, C., and the Wellcome Language and Reading Team (2019). Developmental Outcomes of Children at High Risk of Dyslexia and Developmental Language Disorder. Child Development. https://doi.org/10.1111/cdev.13216.

الفصل الرابع: جينات عسر القراءة والبيئة: أهو تفاعل معقد؟

  • Sonuga-Barke, E. J. (2010). “It’s the Environment Stupid!” On Epigenetics, Programming and Plasticity in Child Mental Health. Journal of Child Psychology and Psychiatry, 51(2), 113–15.
  • Bronfenbrenner, U. (1977). Toward an Experimental Ecology of Human Development. American Psychologist, 32(7), 513–31.
  • Sénéchal, M. and LeFevre, J.-A. (2002). Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study. Child Development, 73(2), 445–60.
  • Dilnot, J., Hamilton, L., Maughan, B., and Snowling, M. J. (2017). Child and Environmental Risk Factors Predicting Readiness for Learning in Children at High Risk of Dyslexia. Development and Psychopathology, 29(1), 235–44.

الفصل الخامس: الدماغ المصاب بعسر القراءة

  • Galaburda, A. M., Sherman, G. F., Rosen, G. D., Aboitiz, F., and Geschwind, N. (1985). Developmental Dyslexia: Four Consecutive Patients with Cortical Anomalies. Annals of Neurology: Official Journal of the American Neurological Association and the Child Neurology Society, 18(2), 222–33.
  • Paulesu, E., Frith, U., Snowling, M., Gallagher, A., Morton, J., Frackowiak, R. S., and Frith, C. D. (1996). Is Developmental Dyslexia a Disconnection Syndrome? Evidence from PET Scanning. Brain, 119(1), 143–57.
  • Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Fulbright, R. K., Mencl, W. E., Constable, R. T., …, and Gore, J. C. (2001). The Neurobiology of Dyslexia. Clinical Neuroscience Research, 1(4), 291–9.
  • Shaywitz, S. E., Shaywitz, B. A., Fulbright, R. K., Skudlarski, P., Mencl, W. E., Constable, R. T., …, and Gore, J. C. (2003). Neural Systems for Compensation and Persistence: Young Adult Outcome of Childhood Reading Disability. Biological Psychiatry, 54(1), 25–33.
  • Shaywitz, S. and Shaywitz, B. (2008). Paying Attention to Reading: The Neurobiology of Reading and Dyslexia. Development and Psychopathology, 20(4), 1329–49.
  • BishopBlog (http://www.deevybee.blogspot.com/2012/05/neuronal-migration-in-language-learning.html).
  • Paulesu, E., Démonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., …, and Frith, U. (2001). Dyslexia: Cultural Diversity and Biological Unity. Science, 291(5511), 2165–7.
  • Hu, W., Lee, H. L., Zhang, Q., Liu, T., Geng, L. B., Seghier, M. L., and Price, C. J. (2010). Developmental Dyslexia in Chinese and English Populations: Dissociating the Effect of Dyslexia from Language Differences. Brain, 133(6), 1694–706.
  • Carreiras, M., Seghier, M. L., Baquero, S., Estévez, A., Lozano, A., Devlin, J. T., and Price, C. J. (2009). An Anatomical Signature for Literacy. Nature, 461(7266), 983.
  • Hoeft, F., Meyler, A., Hernandez, A., Juel, C., Taylor-Hill, H., Martindale, J., …, and Gabrieli, J. (2007). Functional and Morphometric Brain Dissociation between Dyslexia and Reading Ability. Proceedings of the National Academy of Sciences of the United States of America, 104(10), 4234–9.
  • Hoeft, F., Hernandez, A., Taylor-Hill, H., Martindale, J. L., Meyler, A., Keller, T. A., …, and Gabrieli, J. D. (2006). Neural Basis of Dyslexia: A Comparison between Dyslexic and Nondyslexic Children Equated for Reading Ability. The Journal of Neuroscience, 26(42), 10700–8.
  • Hoeft, F., McCandliss, B. D., Black, J. M., Gantman, A., Zakerani, N., Hulme, C., …, and Gabrieli, J. D. (2011). Neural Systems Predicting Long-Term Outcome in Dyslexia. Proc Natl Acad Sci USA, 108(1), 361–6.
  • Molfese, D. L. (2000). Predicting Dyslexia at 8 Years of Age Using Neonatal Brain Responses. Brain and Language, 72 (3), 238–45.

الفصل السادس: ما الاستراتيجيات الفعالة للتغلب على عسر القراءة؟

  • Rose Review (https://www.gov.uk/government/publications/letters-and-sounds).
  • Duff, F. J., Mengoni, S. E., Bailey, A. M., and Snowling, M. J. (2015). Validity and Sensitivity of the Phonics Screening Check: Implications for Practice. Journal of Research in Reading, 38(2), 109–23.
  • Hatcher, P., Hulme, C., and Ellis, A. W. (1994). Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis. Child Development, 65, 41–57.
  • Vygotsky, L. (1987). Zone of Proximal Development. Mind in Society: The Development of Higher Psychological Processes, 5291, 157.
  • Cumbria Reading Intervention (http://www.cumbria.gov.uk/childrensservices/schoolsandlearning/reading/default.asp).
  • Frith, U. (2017). Beneath the Surface of Developmental Dyslexia. In Surface Dyslexia (pp. 301–30). Routledge.
  • Duff, F. J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S., and Snowling, M. J. (2008). Reading with Vocabulary Intervention: Evaluation of an Instruction for Children with Poor Response to Reading Intervention. Journal of Research in Reading, 31(3), 319–36.
  • Melby-Lervåg, M. and Hulme, C. (2013). Is Working Memory Training Effective? A Meta-Analytic Review. Developmental Psychology, 49(2), 270–91.
  • Gillam, R. B., Loeb, D. F., Hoffman, L. M., Bohman, T., Champlin, C. A., Thibodeau, L., …, and Friel-Patti, S. (2008). The Efficacy of Fast ForWord Language Intervention in School-Age Children with Language Impairment: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research, 51(1), 97–119.
  • Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., Götz, K., and Hulme, C. (2008). Improving Early Language and Literacy Skills: Differential Effects of an Oral Language versus a Phonology with Reading Intervention. Journal of Child Psychology and Psychiatry, 49, 422–32.
  • Fricke, S., Bowyer-Crane, C., Haley, A., Hulme, C., and Snowling, M. J. (2013). Building a Secure Foundation for Literacy: An Evaluation of a Preschool Language Intervention. Journal of Child Psychology and Psychiatry, 54, 280–90.
  • Equality Act 2000 (https://www.gov.uk/guidance/equality-act-2010-guidance) (accessed 6 August 2018).
  • Rawson, M. B. (1995). Dyslexia over the Lifespan: A Fifty-Five Year Longitudinal Study. Educators Pub. Services.

الفصل السابع: العناصر الثلاثة: التحفظات والاعتلالات المصاحبة والتعويض

  • Rose, J. (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. Retrieved 28 December, 2009, from (http://webarchive.nationalarchives.gov.uk/20091004042342, http://www.dcsf.gov.uk/jimroseanddyslexia/)
  • American Psychiatric Association (2013). The Diagnostic and Statistical Manual of Mental Disorders, DSM5.
  • Snowling, M. and Hulme, C. (1989). A Longitudinal Case Study of Developmental Phonological Dyslexia. Cognitive Neuropsychology, 6(4), 379–401.
  • Bishop, D. V. and Snowling, M. J. (2004). Developmental Dyslexia and Specific Language Impairment: Same or Different? Psychological Bulletin, 130(6), 858–86.
  • Hatcher, P. J., Duff, F. J., and Hulme, C. (2014). Sound Linkage: An Integrated Programme for Overcoming Reading Difficulties. John Wiley & Sons.
  • Lovett, M. W., Lacerenza, L., Borden, S. L., Frijters, J. C., Steinbach, K. A., and De Palma, M. (2000). Components of Effective Remediation for Developmental Reading Disabilities: Combining Phonological and Strategy-Based Instruction to Improve Outcomes. Journal of Educational Psychology, 92(2), 263–83.
  • Pennington, B. F. (2006). From Single to Multiple Deficit Models of Developmental Disorders. Cognition, 101(2), 385–413.
  • Simos, P. G., Fletcher, J. M., Bergman, E., Breier, J. I., Foorman, B. R., Castillo, E. M., …, and Papanicolaou, A. C. (2002). Dyslexia-Specific Brain Activation Profile Becomes Normal following Successful Remedial Training. Neurology, 58(8), 1203–13.
الرجوع إلى الصفحة الرئيسية للكتاب

جميع الحقوق محفوظة لمؤسسة هنداوي © ٢٠٢٤