Developmental Dyslexia

 

(No prerequisites – course will be taught on a graduate level.)

 

 

I.  Learning disabilities - overview. Definitions, subtypes, associated neuropsychological deficits, prevalence, etiology, differential diagnosis and comorbidity.

 

A.  Verbal learning disabilities. 

 

B.  Non-verbal learning disabilities.

 

C.  Attention deficit hyperactivity disorder (ADHD).

 

II. Phonological processing deficits in dyslexia. The nature of phonological processing and its role in reading acquisition. The scope of phonological processing deficits in dyslexia and research regarding their etiology.

 

III. The anatomy of reading. Evidence from lesion and imaging studies regarding the hierarchical relationship of areas and pathways involved in reading and their roles in the process, including early visual processing of print, phonological decoding, and access to semantic referents.

 

IV. The anatomy of developmental dyslexia. Evidence from PET, fMRI, and MEG studies regarding the specific deficits in brain function that are associated with dyslexia. The implications of recent findings for a neurological basis for dyslexia and its response to remediation. 

 

V. Classification and diagnostic issues in learning disabilities.  In depth discussion of issues regarding classification of learning disabilities and learning disability subtypes from a historical and research perspective.

 

VI. Assessment of learning disabilities in general and dyslexia in specific.  A domain specific approach to charactering manifest disabilities associated with learning disabilities, including dyslexia, integrated with biological, environmental, sociocultural, psychological and instructional variables. The role of IQ tests in assessment of learning disabilities and issues regarding discrepancy and cutpoint definitions of dyslexia. 

 

VII. Remediation of dyslexia. Principles in the remediation of dyslexia in the context of assessment results. Research regarding the efficacy of various approaches to remediation.

 

 

 

 

 

 

 

Reading List:

 

  1. Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Steubing, K. K., Francis, D. J., Fowler, A. E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6-23.
  2. Morris, R.D., Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Lyon, G.R., Shankweiler, D.P., Katz, L., Francis, D.J., & Shaywitz, B.A.  Subtypes of reading disability:  Variability around a phonological core.  Journal of Educational Psychology, 1998, 90, 347-373.
  3. Harnadek, M. C., & Rourke, B. P. (1994). Principal identifying features of the syndrome of nonverbal learning disabilities in children. J Learn Disabil, 27(3), 144-54.
  4. Mody, M., Studdert-Kennedy, M., & Brady, S. (1997). Speech perception deficits in poor readers: auditory processing or phonological coding? Journal of Experimental Child Psychology, 64, 199-231.
  5. Tallal, P., Miller, S., & Fitch, R. H. (1993). Neurobiological basis of speech: a case for the preeminence of temporal processing. Annals of the New York Academy of Sciences, 682, 27-47.

6.      McBride-Chang, C. (1995). Phonological processing, speech perception, and reading disability: and integrative review. Educational Psychologist, 30, 109-121.

  1. Manis, F. R., McBride-Chang, C., Seidenberg, M. S., Keating, P., Doi, L. M., Munson, B., & Petersen, A. (1997). Are speech perception deficits associated with developmental dyslexia? Journal of Experimental Child Psychology, 66, 211-235.
  2. Simos,  P.G., Breier, J.I., Wheless, J.W., Maggio, W.W., Fletcher, J.M., Castillo, E.M., & Papanicolaou, A.C. Brain mechanisms for reading: the role of the superior temporal gyrus in word and pseudoword naming. Neuroreport. 2000:11, 2443-2447.
  3. Simos, P.G., Papanicolaou, A.C., Breier, J.I., Fletcher, J.M., Foorman, B.R., Bergman, E., Fishbeck, K., & Papanicolaou, A.C.: Brain activation profiles in dyslexic children during non-word reading: A magnetic source imaging study. Neuroscience Letters, 290, 61-65: 2000.

10.  Simos, P.G., Breier, J.I., Fletcher, J.M., Foorman, B.R., Bergman, E., Fishbeck, K., & Papanicolaou, A.C. Brain Activation Profiles in Dyslexic Children during non-word Reading: A Magnetic Source Imaging Study. Neuroscience Letters 290: 61-65, 2000.

  1. Simos, P.G., Breier, J.I., Fletcher, J.M., Bergman, E., & Papanicolaou, A.C. Cerebral mechanisms involved in word reading in dyslexic children: A Magnetic Source Imaging approach. Cerebral Cortex 10:809-816, 2000.

12.  Fletcher, J.M., Francis, D.J., Stuebing, K.K., Shaywitz, B.A., Shaywitz, S.E., Shankweiler, D.P., Katz, L., & Morris, R.  Conceptual and methodological issues in construct definition.  In G.R. Lyon (Ed.), Validating the constructs of attention, memory, and executive functions.  Baltimore:  Paul H. Brookes, 1995, pp. 17-42.

13.  Fletcher, J.M., Taylor, H.G., Levin, H.S., & Satz, P.  Neuropsychological and intellectual assessment of children.  In  H. Kaplan & B. Sadock (Eds.), Comprehensive textbook of psychiatry (6th edition).  Baltimore:  Basic Books, Williams & Wilkens, 1995, pp. 581-601

14.  Fletcher, J.M., Foorman, B. R., Shaywitz, S.E.,  & Shaywitz, B.A.  Conceptual and methodological issues in dyslexia research:  A lesson for developmental disorders.  In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders.  Cambridge, MA:  MIT Press,, 1999, pp. 271-306..

15.  Fletcher, J.M., Francis, D.J., Shaywitz, S.E., Lyon, G.R., Foorman, B.R.,  Stuebing, K.K., & Shaywitz, B.A. Intelligent testing and the discrepancy model for children with learning disabilities.  Learning Disabilities Research & Practice, 1998, 13, 186-203.

  1. Fletcher, J.M., & Lyon, G.R.  Reading:  A research-based approach.  In W. Evers (Ed.), What’s gone wrong in America’s classrooms.  Stanford, CA:  Hoover Institution Press, 1998, pp. 49-90.
  2. Fletcher, J.M., Shaywitz, S.E., & Shaywitz, B.A. (1999)  Comorbidity of learning and attention disorders:  Separate but equal.  Pediatric Clinics of North America,.

18.  Morris, R.D., Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Lyon, G.R., Shankweiler, D.P., Katz, L., Francis, D.J., & Shaywitz, B.A.  Subtypes of reading disability:  Variability around a phonological core.  Journal of Educational Psychology, 1998, 90, 347-373. Shaywitz, S.E.  (1996).  Dyslexia.  Scientific American, 275, 98-104.

19.  Shaywitz, B.A., Fletcher, J.M., & Shaywitz, S.E.  Attention-Deficit/Hyperactivity Disorder.  In K.F. Swaiman & S. Ashwal (Eds.), Pediatric Neurology:  Principles & Practice.  Mosby, 1997, pp.  585-597.

20.  Shaywitz, B.A., Fletcher, J.M., Holahan, J.M., Sadler, A., Marchione, K., Francis, D.J., Stuebing, K.K., Shankweiler, D.P., Katz, L., Liberman, I.Y., & Shaywitz, S.E.  Cognitive profiles of reading disability:  Interrelationships between reading disability and attention deficit-hyperactivity disorder. Child Neuropsychology, 1995, 1, 170-186.

  1. Snow, C.E., Burns, M.S., Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.