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(1-1) Schematic representation of Orton’s hypothesis that a
lack of brain dominance led to confusion between visual images projected
on to the left and right sides of the brain.
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(2-1) Seidenberg and McClelland’s (1989) “triangle” model of
reading. (Reproduced with permission from Seidenberg, M. S., McClelland,
J. A Distributed, Developmental Model of Word Recognition. Psychological Review, 96(4): 523-568.
Copyright © 1989 American Psychological Association. DOI:
10.1037//0033-295X.96.4.523.)
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(2-2) Examples of dyslexic writing from children aged 9 and
14 years.
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(2-3) Growth of reading skill in children learning to read in
English, Spanish, and Czech. (Courtesy of Marketa
Caravolas.)
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(2-4) Figure illustrating two dimensions of the world’s
writing systems.
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(2-5) Writing samples from case JM at ages 12 and 16 years
showing many dysphonetic errors.
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(3-1) Figure showing trends in the relationship between
children’s social class and their reading abilities.
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(3-2) Model of predictive relationships.
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(3-3) Word-finding difficulties, common in
dyslexia.
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(3-4) How auditory perception might influence learning to
read: a “cascade” model.
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(3-5) The magnocellular (“where”) and parvocellular (“what”)
pathways from the retina to the visual cortex of the
brain.
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(3-6) Figure showing accuracy of recalling stimuli presented
to the left and right of the focus of attention for letters and digits
and for non-alphanumeric symbols. (Data from Ziegler et al. (2000),
Developmental Science DOI:
10.1111/j.1467-7687.2010.00983.x.)
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(4-1) Reading scores of probands with dyslexia, MZ co-twins,
and DZ co-twins. (Courtesy of Robert Plomin.)
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(4-2) The genetic make-up of an individual is contained in
the chromosomes.
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(4-3) An illustration depicting influences on literacy within
Bronfenbrenner’s framework.
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(4-4) Senechal and LeFevere’s model showing the influences of
home literacy environment. (Adapted with permission from M. Sénéchal and
J.-A. LeFevre, Parental Involvement in the Development of Children’s
Reading Skill: A Five-Year Longitudinal Study. Child Development, 73(2): 445–60. Copyright © 2003, John
Wiley and Sons. DOI: 10.1111/1467-8624.00417.)
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(4-5) Edouard Vuillard’s In the
Library: a perfect home learning environment? (Edouard
Vuillard, Dans la Bibliothèque,
c.1926–7. Sotheby’s, London. © Sotheby’s/akg-images.)
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(5-1) The main brain regions involved in
reading.
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(5-2) Diagram showing levels of brain activation during
reading in typical readers and dyslexic readers. (© 2003 Sally Shaywitz,
Overcoming
Dyslexia.)
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(5-3) Bar graph showing significantly reduced grey matter
volume in the dyslexic group relative to the age-matched and
reading-matched groups. (Courtesy of Fumiko Hoeft.)
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(5-4) Brain regions implicated in reading gains in dyslexia.
(Courtesy of Fumiko Hoeft.)
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(6-1) A balanced approach to early literacy development.
(Reproduced by kind permission of the Department of Education and Skills,
Government of Ireland.)
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(6-2) Tiers of support within the “response to intervention”
approach.
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(6-3) The author teaching a child with dyslexia using the
Orton–Gillingham–Stillman approach at Barts’ Clinic in
1979.
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(6-4) Hypothetical unproven intervention for
dyslexia.
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(6-5) Main components of the published version of the Oral
Language Intervention Programme, the Nuffield Early Language
Intervention (Oxford, 2018). (Resources taken for the Teach Early Years
Awards 2018.)
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(6-6) An adult literacy group: a medieval woodcut showing a
teacher and students. (Aristotle, De
anima, 1491. The Warden and Fellows of Merton College
Oxford, Shelfmark MER 110.B.3.)
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(7-1) Normal distribution of reading skills, showing
different cut-offs for putative dyslexia.
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(7-2) Model of the relationship between dyslexia and
developmental language disorder (DLD).
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(7-3) Diagram depicting how risk factors for dyslexia
accumulate to lead to “diagnosis”.
