قراءات إضافية
الفصل الأول: هل يوجد ما يُعرف بعُسر القراءة؟
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Ramus, F. (2014). Should There Really Be a “Dyslexia Debate”? Brain, 137(12), 3371–4.
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Rutter, M. and Maughan, B. (2005). Dyslexia: 1965–2005. Behavioural and Cognitive Psychotherapy, 33(4), 389–402.
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Satz, P. and Fletcher, J. M. (1987). Left-Handedness and Dyslexia: An Old Myth Revisited. Journal of Pediatric Psychology, 12(2), 291–8.
الفصل الثاني: كيفية تعلُّم القراءة (وما يحُول دون تعلم القراءة)
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McBride-Chang, C. (2014). Children’s Literacy Development. Routledge.
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Seidenberg, M. (2017). Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done about It: Basic Books.
الفصل الثالث: ما الأسباب الإدراكية لعُسر القراءة؟
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Boden, C. and Giaschi, D. (2007). M-Stream Deficits and Reading-Related Visual Processes in Developmental Dyslexia. Psychological Bulletin, 133(2), 346–66.
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Schulte-Körne, G. and Bruder, J. (2010). Clinical Neurophysiology of Visual and Auditory Processing in Dyslexia: A Review. Clinical Neurophysiology, 121(11), 1794–809.
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Ziegler, J. C. and Goswami, U. C. (2005). Reading Acquisition, Developmental Dyslexia and Skilled Reading across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131(1), 3–29.
الفصل الرابع: جينات عسر القراءة والبيئة: أهو تفاعل معقد؟
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Byrne, B., Wadsworth, S., Boehme, K., Talk, A. C., Coventry, W. L., Olson, R. K., …, and Corley, R. (2013). Multivariate Genetic Analysis of Learning and Early Reading Development. Scientific Studies of Reading, 17(3), 224–42.
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Friend, A., DeFries, J. C., Olson, R. K., Pennington, B., Harlaar, N., Byrne, B., …, and Corley, R. (2009). Heritability of High Reading Ability and Its Interaction with Parental Education. Behavior Genetics, 39(4), 427–36.
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Lyytinen, H., Ahonen, T., Eklund, K., Guttorm, T., Kulju, P., Laakso, M. L., and Richardson, U. (2004). Early Development of Children at Familial Risk for Dyslexia—Follow-Up from Birth to School Age. Dyslexia, 10(3), 146–78.
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Newbury, D. F., et al. (2011). Investigation of Dyslexia and SLI Risk Variants in Reading- and Language-Impaired Subjects. Behavior Genetics, 41(1): 90–104.
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Phillips, B. M. and Lonigan, C. J. (2005). Social Correlates of Emergent Literacy. In M. J. Snowling and C. Hulme (eds), The Science of Reading: A Handbook (pp. 173–87). Blackwell.
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Rutter, M. and Maughan, B. (2002). School Effectiveness Findings 1979–2002. Journal of School Psychology, 40(6), 451–75.
الفصل الخامس: الدماغ المصاب بعسر القراءة
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Hämäläinen, J. A., Salminen, H. K., and Leppänen, P. H. T. (2013). Basic Auditory Processing Deficits in Dyslexia: Systematic Review of the Behavioral and Event-Related Potential/Field Evidence. Journal of Learning Disabilities, 46(5), 413–27.
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Leppänen, P. H. T., Pihko, E., Eklund, K. M., and Lyytinen, H. (1999). Cortical Responses of Infants with and without a Genetic Risk for Dyslexia: II. Group Effects. NeuroReport, 10, 969–73.
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McCrory, E. J., Mechelli, A., Frith, U., and Price, C. J. (2004). More than Words: A Common Neural Basis for Reading and Naming Deficits in Developmental Dyslexia? Brain, 128(2), 261–7.
الفصل السادس: ما الاستراتيجيات الفعالة للتغلب على عسر القراءة؟
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Carroll, J. M., Bowyer-Crane, C., Duff, F., Hulme, C., and Snowling, M. J. (2011). Developing Language and Literacy: Effective Intervention for Language and Literacy in the Early Years. Wiley-Blackwell.
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Clarke, P. J., Truelove, E., Hulme, C., and Snowling, M. J. (2013). Developing Reading Comprehension. Wiley-Blackwell.
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Hulme, C. and Melby-Lervåg, M. (2015). Educational Interventions for Children’s Learning Difficulties. A. Thapar et al. (eds), Rutter’s Child and Adolescent Psychiatry (pp. 533–44). Wiley.
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Nunes, T., Bryant, P., and Olsson, J. (2003). Learning Morphological and Phonological Spelling Rules: An Intervention Study, Scientific Studies of Reading, 7(3), 289–307.
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Thompson, P. A., Hulme, C., Nash, H. M., Gooch, D., Hayiou-Thomas, E., and Snowling, M. J. (2015). Developmental Dyslexia: Predicting Individual Risk. Journal of Child Psychology and Psychiatry, 56(9), 976–87.
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Vaughn, S., Denton, C. A., and Fletcher, J. M. (2010). Why Intensive Interventions Are Necessary for Students with Severe Reading Difficulties. Psychology in the Schools, 47(5), 432–44.
الفصل السابع: العناصر الثلاثة: التحفظات والاعتلالات المصاحبة والتعويض
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Hulme, C. and Snowling, M. J. (2009). Developmental Disorders of Language, Learning & Cognition. Wiley-Blackwell.
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Moll, K., Göbel, S. M., Gooch, D., Landerl, K., and Snowling, M. J. (2016). Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory. Journal of Learning Disabilities, 49(3), 272–81.
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Peterson, R. L. and Pennington, B. F. (2015). Developmental Dyslexia. Annual Review of Clinical Psychology, 11, 283–307.