Literaturnachweis - Detailanzeige
| Autor/in | Gray, Erika S. |
|---|---|
| Titel | Understanding Dyslexia and Its Instructional Implications: A Case to Support Intense Intervention |
| Quelle | In: Literacy Research and Instruction, 47 (2008) 2, S.116-123 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8071 |
| Schlagwörter | Dyslexia; Clinical Psychology; Disability Identification; Intervention; Misconceptions; Neurolinguistics; Word Recognition; Case Studies |
| Abstract | Dyslexia is a congenital disorder characterized by unexpected difficulties in learning to read and spell in relation to one's verbal intelligence, motivation, and educational opportunities (Aylward et al., 2003; Morgan, 1896). Because dyslexia can affect 1.5-5% of the population (Aylward et al., 2003; Vellutino et al., 1996), understanding how to identify and instruct students with dyslexia is vital. Unfortunately, many of the articles and studies on this disorder are published in journals teachers rarely read. The purpose of this article is to provide a concise description of dyslexia and recent brain-based research that supports specific instructional implications. (Contains 2 tables and 2 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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