Deficient Basic Functions of Reading in Developmental Dyslexia (Experimental Exploration of Learning and Learning Disabilities, Vol.4)
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Von Händler/Antiquariat, Petra Gros [1048006], Koblenz, Germany.
178 S. Das Buch befindet sich in einem ordentlich erhaltenen Zustand; I DYSLEXIA 1.1 Definition and Symptoms 10 1.2 History of Scientific Dyslexia Research 12 1.2.1 Introduction 12 1.2.2 Orton's Theory of Developmental Word-Blindness 12 1.2.3 From Orton to the Present 13 1.2.4 Orton's Concept with Nowadays Knowledge 15 1.3 Etiology of Dyslexia - A Short Review 17 1.3.1 Genetic Contribution and Neuroanatomical Basis 17 1.3.2 Phonological or Auditory Processing Theories 20 1.3.3 The (pre-representational) Visual Processing Theory of a Magnocellular Deficit 21 1.3.4 Temporal Processing Theories 23 1.3.4.1 Temporal Auditory Processing Theory 23 1.3.4.2 The Magnocellular Theory as a General Temporal Processing Theory 24 1.3.5 Alternative or Supplemental: Theories concerning the Coordination of the Subfunctions 25 1.3.5.1 The Cerebellar Deficit Hypothesis 25 1.3.5.2 Attention Deficit Hypothesis 26 1 /1031119302II THEORETICAL BACKGROUND 2.1 The Functional Coordination Deficit Model 28 2.1.1 The Process of Reading 28 2.1.2 The Functional Coordination Deficit Model: Dyslexia as a multicausal Phenomenon 29 2.2 Subgroups in German Dyslexics 31 2.3 The Theory of Symmetry Generalization in Developmental Dyslexia. 35 2.3.1 Learning to Read 35 2.3.2 Reversal Errors in Developmental Dyslexia 35 2.3.3 Symmetry Generalization in Developmental Dyslexia within the FCD Model 38 2 Ill EXPERIMENTS 3.1 Effects of Mental Rotation in Developmental Dyslexia: Evidence for the FCD Model 42 3.1.1 Introduction 42 3.1.1.1 Symmetry Generalization in Developmental Dyslexia 42 3.1.1.2 Mental Rotation and Reading Performance 43 3.1.1.3 The Psychological Refractory Period 46 3.1.2 Experiments 1 and 2 48 3.1.2.1 Experiment 1 50 3.1.2.1.1 Method 50 3.1.2.1.1.1 Participants 50 2.1.2.1.1.2 Stimuli 52 2.1.2.1.1.3 Procedure 52 2.1.2.1.2 Results 53 2.1.2.1.3 Discussion 55 2.1.2.2 Experiment 2 56 2.1.2.2.1 Method 57 2.1.2.2.1.1 Participants 57 2.1.2.2.1.2 Stimuli 57 2.1.2.2.1.3 Procedure 57 2.1.2.2.2 Results 57 2.1.2.2.3 Discussion 59 3.1.3 Conclusions 61 3.2 The Training Program AUDILEX - What is it good for? 63 3.2.1 Introduction 63 3.2.1.1 The Dyslexia Training Program AUDILEX 63 3.2.1.2 Theoretical Background and Evidence Base of AUDILEX 64 3.2.1.2.1 Karmas Ideas implemented in AUDILEX 64 3.2.1.2.2 Deficient Audiovisual Integration in Dyslexia 66 3 3.2.1.2.3 Aspects of Sounds and Visual Elements implemented in AUDILEX 68 3.2.1.2.3.1 Aspects of Sounds implemented in AUDILEX 68 3.2.1.2.3.2 Aspects of Visual Items implemented in AUDILEX 72 3.2.1.3 Evaluation Studies 73 3.2.2 Experiments 3 and 4 75 3.2.2.1 Prior Considerations 75 3.2.2.2 Experimental Questions 76 3.2.2.3 Participants 77 3.2.2.4 Material 79 3.2.2.4.1 Intervention Material 79 3.2.2.4.2 Test Material 82 3.2.2.5 Procedure 83 3.2.2.5.1 Pre-Test 83 3.2.2.5.2 Training Period 84 3.2.2.5.3 Post-Test 85 3.2.3 Results and Discussions 85 3.2.3.1 Experiment 3: AUDILEX 1 86 3.2.3.1.1 Results 86 3.2.3.1.2 Discussion 90 3.2.3.2 Experiment 4: AUDILEX 2 93 3.2.3.2.1 Results 93 3.2.3.2.1.1 Hit Rates 93 3.2.3.2.1.2 Reaction Times 96 3.2.3.2.2 Discussion 98 3.2.3.3 AUDILEX and Reading Performance 99 3.2.3.3.1 Analysis of Reading Performance in SLT 99 3.2.3.3.1.1 Analysis of Reading Time in SLT 99 3.2.3.3.1.2 Analysis of Error Rates in SLT 102 3.2.3.3.2 Analysis of the Relationship between AUDILEX and Reading Performance 105 3.2.3.3.2.1 Correlation of AUDILEX 1 and Reading Performance 105 3.2.3.3.2.2 Correlation ofAUDILEX Test 2 and Reading Performance 109 3.2.3.3.3 Discussion Ill 3.2.3.4 Conclusions 113 3.2.3.4.1 Conclusions concerning the Experimental Questions 113 3.2.3.4.2 Conclusions concerning the Theoretical Background 114 3.2.4 Additional investigation: The Repetition Effect in the Salzburger Lesetest 117 3.2.4.1 Introduction 117 3.2.4.1.1 Prior Considerations 117 3.2.4.1.2 Theoretical Background 117 3.2.4.2 Methods 118 3.2.4.2.1 Participants 118 3.2.4.2.2 Procedure 119 3.2.4.3 Results 120 3.2.4.3.1 Analysis of Reading Times for the Placebo treatment in comparison to the AUDILEX treatment , 120 3.2.4.3.2 Analysis of Error Rates for the Placebo treatment in comparison to the AUDILEX treatment 121 3.2.4.4 Discussion 121 3.2.5 Conclusions 122 3.3 Dyslexia Subgroups: Do Specific Frequent Word Reading Impaired Dyslexics exist in Transparent Languages? 128 3.3.1 Theoretical Background 128 3.3.2 The Existence of Frequent Word Reading Impaired Dyslexics within the Subjects of our Sample 131 3.3.2.1 Participants 131 3.3.2.2 Subgroups 132 3.3.2.3 Symmetry Generalisation Problems in the Subgroups of Lachmann et al 136 3.3.2.4 The AUDILEX Performance in the Subgroups of Lachmann et al 139 5 3.3.3 The Existence of FWRI Dyslexics 142 3.3.3.1 Why do some Authors find FWRI Children in Transparent Languages and some do not? 142 3.3.3.2 Is the Comparison of Raw Reading Times in FWR and NWR useful when Discussing Subgroups of Dyslexia? 145 3.3.4 Conclusions 147 IV SUMMARY Summary 151 References 156 Acknowledgement 177 Sprache: Englisch Gewicht in Gramm: 280, Books.

Lieferung aus: Deutschland, Versandkosten nach: Deutschland.
Von Händler/Antiquariat, Petra Gros, [3076014].
178 S. Broschiert Das Buch befindet sich in einem ordentlich erhaltenen Zustand I DYSLEXIA 1.1 Definition and Symptoms 10 1.2 History of Scientific Dyslexia Research 12 1.2.1 Introduction 12 1.2.2 Orton's Theory of Developmental Word-Blindness 12 1.2.3 From Orton to the Present 13 1.2.4 Orton's Concept with Nowadays Knowledge 15 1.3 Etiology of Dyslexia - A Short Review 17 1.3.1 Genetic Contribution and Neuroanatomical Basis 17 1.3.2 Phonological or Auditory Processing Theories 20 1.3.3 The (pre-representational) Visual Processing Theory of a Magnocellular Deficit 21 1.3.4 Temporal Processing Theories 23 1.3.4.1 Temporal Auditory Processing Theory 23 1.3.4.2 The Magnocellular Theory as a General Temporal Processing Theory 24 1.3.5 Alternative or Supplemental: Theories concerning the Coordination of the Subfunctions 25 1.3.5.1 The Cerebellar Deficit Hypothesis 25 1.3.5.2 Attention Deficit Hypothesis 26 1 /1031119302II THEORETICAL BACKGROUND 2.1 The Functional Coordination Deficit Model 28 2.1.1 The Process of Reading 28 2.1.2 The Functional Coordination Deficit Model: Dyslexia as a multicausal Phenomenon 29 2.2 Subgroups in German Dyslexics 31 2.3 The Theory of Symmetry Generalization in Developmental Dyslexia... 35 2.3.1 Learning to Read 35 2.3.2 Reversal Errors in Developmental Dyslexia 35 2.3.3 Symmetry Generalization in Developmental Dyslexia within the FCD Model 38 2 Ill EXPERIMENTS 3.1 Effects of Mental Rotation in Developmental Dyslexia: Evidence for the FCD Model 42 3.1.1 Introduction 42 3.1.1.1 Symmetry Generalization in Developmental Dyslexia 42 3.1.1.2 Mental Rotation and Reading Performance 43 3.1.1.3 The Psychological Refractory Period 46 3.1.2 Experiments 1 and 2 48 3.1.2.1 Experiment 1 50 3.1.2.1.1 Method 50 3.1.2.1.1.1 Participants 50 2.1.2.1.1.2 Stimuli 52 2.1.2.1.1.3 Procedure 52 2.1.2.1.2 Results 53 2.1.2.1.3 Discussion 55 2.1.2.2 Experiment 2 56 2.1.2.2.1 Method 57 2.1.2.2.1.1 Participants 57 2.1.2.2.1.2 Stimuli 57 2.1.2.2.1.3 Procedure 57 2.1.2.2.2 Results 57 2.1.2.2.3 Discussion 59 3.1.3 Conclusions 61 3.2 The Training Program AUDILEX - What is it good for? 63 3.2.1 Introduction 63 3.2.1.1 The Dyslexia Training Program AUDILEX 63 3.2.1.2 Theoretical Background and Evidence Base of AUDILEX 64 3.2.1.2.1 Karmas Ideas implemented in AUDILEX 64 3.2.1.2.2 Deficient Audiovisual Integration in Dyslexia 66 3 3.2.1.2.3 Aspects of Sounds and Visual Elements implemented in AUDILEX 68 3.2.1.2.3.1 Aspects of Sounds implemented in AUDILEX 68 3.2.1.2.3.2 Aspects of Visual Items implemented in AUDILEX 72 3.2.1.3 Evaluation Studies 73 3.2.2 Experiments 3 and 4 75 3.2.2.1 Prior Considerations 75 3.2.2.2 Experimental Questions 76 3.2.2.3 Participants 77 3.2.2.4 Material 79 3.2.2.4.1 Intervention Material 79 3.2.2.4.2 Test Material 82 3.2.2.5 Procedure 83 3.2.2.5.1 Pre-Test 83 3.2.2.5.2 Training Period 84 3.2.2.5.3 Post-Test 85 3.2.3 Results and Discussions 85 3.2.3.1 Experiment 3: AUDILEX 1 86 3.2.3.1.1 Results 86 3.2.3.1.2 Discussion 90 3.2.3.2 Experiment 4: AUDILEX 2 93 3.2.3.2.1 Results 93 3.2.3.2.1.1 Hit Rates 93 3.2.3.2.1.2 Reaction Times 96 3.2.3.2.2 Discussion 98 3.2.3.3 AUDILEX and Reading Performance 99 3.2.3.3.1 Analysis of Reading Performance in SLT 99 3.2.3.3.1.1 Analysis of Reading Time in SLT 99 3.2.3.3.1.2 Analysis of Error Rates in SLT 102 3.2.3.3.2 Analysis of the Relationship between AUDILEX and Reading Performance 105 3.2.3.3.2.1 Correlation of AUDILEX 1 and Reading Performance 105 3.2.3.3.2.2 Correlation ofAUDILEX Test 2 and Reading Performance 109 3.2.3.3.3 Discussion Ill 3.2.3.4 Conclusions 113 3.2.3.4.1 Conclusions concerning the Experimental Questions 113 3.2.3.4.2 Conclusions concerning the Theoretical Background 114 3.2.4 Additional investigation: The Repetition Effect in the Salzburger Lesetest 117 3.2.4.1 Introduction 117 3.2.4.1.1 Prior Considerations 117 3.2.4.1.2 Theoretical Background 117 3.2.4.2 Methods 118 3.2.4.2.1 Participants 118 3.2.4.2.2 Procedure 119 3.2.4.3 Results 120 3.2.4.3.1 Analysis of Reading Times for the Placebo treatment in comparison to the AUDILEX treatment , 120 3.2.4.3.2 Analysis of Error Rates for the Placebo treatment in comparison to the AUDILEX treatment 121 3.2.4.4 Discussion 121 3.2.5 Conclusions 122 3.3 Dyslexia Subgroups: Do Specific Frequent Word Reading Impaired Dyslexics exist in Transparent Languages? 128 3.3.1 Theoretical Background 128 3.3.2 The Existence of Frequent Word Reading Impaired Dyslexics within the Subjects of our Sample 131 3.3.2.1 Participants 131 3.3.2.2 Subgroups 132 3.3.2.3 Symmetry Generalisation Problems in the Subgroups of Lachmann et al 136 3.3.2.4 The AUDILEX Performance in the Subgroups of Lachmann et al 139 5 3.3.3 The Existence of FWRI Dyslexics 142 3.3.3.1 Why do some Authors find FWRI Children in Transparent Languages and some do not? 142 3.3.3.2 Is the Comparison of Raw Reading Times in FWR and NWR useful when Discussing Subgroups of Dyslexia? 145 3.3.4 Conclusions 147 IV SUMMARY Summary 151 References 156 Acknowledgement 177, 2012. gebraucht gut, 280g, Internationaler Versand, PayPal, offene Rechnung, Banküberweisung, offene Rechnung (Vorkasse vorbehalten).

Lieferung aus: Deutschland, Versandkosten nach: Deutschland.
Von Händler/Antiquariat, Petra Gros, [3076014].
178 S. Broschiert Das Buch befindet sich in einem ordentlich erhaltenen Zustand I DYSLEXIA 1.1 Definition and Symptoms 10 1.2 History of Scientific Dyslexia Research 12 1.2.1 Introduction 12 1.2.2 Orton's Theory of Developmental Word-Blindness 12 1.2.3 From Orton to the Present 13 1.2.4 Orton's Concept with Nowadays Knowledge 15 1.3 Etiology of Dyslexia - A Short Review 17 1.3.1 Genetic Contribution and Neuroanatomical Basis 17 1.3.2 Phonological or Auditory Processing Theories 20 1.3.3 The (pre-representational) Visual Processing Theory of a Magnocellular Deficit 21 1.3.4 Temporal Processing Theories 23 1.3.4.1 Temporal Auditory Processing Theory 23 1.3.4.2 The Magnocellular Theory as a General Temporal Processing Theory 24 1.3.5 Alternative or Supplemental: Theories concerning the Coordination of the Subfunctions 25 1.3.5.1 The Cerebellar Deficit Hypothesis 25 1.3.5.2 Attention Deficit Hypothesis 26 1 /1031119302II THEORETICAL BACKGROUND 2.1 The Functional Coordination Deficit Model 28 2.1.1 The Process of Reading 28 2.1.2 The Functional Coordination Deficit Model: Dyslexia as a multicausal Phenomenon 29 2.2 Subgroups in German Dyslexics 31 2.3 The Theory of Symmetry Generalization in Developmental Dyslexia... 35 2.3.1 Learning to Read 35 2.3.2 Reversal Errors in Developmental Dyslexia 35 2.3.3 Symmetry Generalization in Developmental Dyslexia within the FCD Model 38 2 Ill EXPERIMENTS 3.1 Effects of Mental Rotation in Developmental Dyslexia: Evidence for the FCD Model 42 3.1.1 Introduction 42 3.1.1.1 Symmetry Generalization in Developmental Dyslexia 42 3.1.1.2 Mental Rotation and Reading Performance 43 3.1.1.3 The Psychological Refractory Period 46 3.1.2 Experiments 1 and 2 48 3.1.2.1 Experiment 1 50 3.1.2.1.1 Method 50 3.1.2.1.1.1 Participants 50 2.1.2.1.1.2 Stimuli 52 2.1.2.1.1.3 Procedure 52 2.1.2.1.2 Results 53 2.1.2.1.3 Discussion 55 2.1.2.2 Experiment 2 56 2.1.2.2.1 Method 57 2.1.2.2.1.1 Participants 57 2.1.2.2.1.2 Stimuli 57 2.1.2.2.1.3 Procedure 57 2.1.2.2.2 Results 57 2.1.2.2.3 Discussion 59 3.1.3 Conclusions 61 3.2 The Training Program AUDILEX - What is it good for? 63 3.2.1 Introduction 63 3.2.1.1 The Dyslexia Training Program AUDILEX 63 3.2.1.2 Theoretical Background and Evidence Base of AUDILEX 64 3.2.1.2.1 Karmas Ideas implemented in AUDILEX 64 3.2.1.2.2 Deficient Audiovisual Integration in Dyslexia 66 3 3.2.1.2.3 Aspects of Sounds and Visual Elements implemented in AUDILEX 68 3.2.1.2.3.1 Aspects of Sounds implemented in AUDILEX 68 3.2.1.2.3.2 Aspects of Visual Items implemented in AUDILEX 72 3.2.1.3 Evaluation Studies 73 3.2.2 Experiments 3 and 4 75 3.2.2.1 Prior Considerations 75 3.2.2.2 Experimental Questions 76 3.2.2.3 Participants 77 3.2.2.4 Material 79 3.2.2.4.1 Intervention Material 79 3.2.2.4.2 Test Material 82 3.2.2.5 Procedure 83 3.2.2.5.1 Pre-Test 83 3.2.2.5.2 Training Period 84 3.2.2.5.3 Post-Test 85 3.2.3 Results and Discussions 85 3.2.3.1 Experiment 3: AUDILEX 1 86 3.2.3.1.1 Results 86 3.2.3.1.2 Discussion 90 3.2.3.2 Experiment 4: AUDILEX 2 93 3.2.3.2.1 Results 93 3.2.3.2.1.1 Hit Rates 93 3.2.3.2.1.2 Reaction Times 96 3.2.3.2.2 Discussion 98 3.2.3.3 AUDILEX and Reading Performance 99 3.2.3.3.1 Analysis of Reading Performance in SLT 99 3.2.3.3.1.1 Analysis of Reading Time in SLT 99 3.2.3.3.1.2 Analysis of Error Rates in SLT 102 3.2.3.3.2 Analysis of the Relationship between AUDILEX and Reading Performance 105 3.2.3.3.2.1 Correlation of AUDILEX 1 and Reading Performance 105 3.2.3.3.2.2 Correlation ofAUDILEX Test 2 and Reading Performance 109 3.2.3.3.3 Discussion Ill 3.2.3.4 Conclusions 113 3.2.3.4.1 Conclusions concerning the Experimental Questions 113 3.2.3.4.2 Conclusions concerning the Theoretical Background 114 3.2.4 Additional investigation: The Repetition Effect in the Salzburger Lesetest 117 3.2.4.1 Introduction 117 3.2.4.1.1 Prior Considerations 117 3.2.4.1.2 Theoretical Background 117 3.2.4.2 Methods 118 3.2.4.2.1 Participants 118 3.2.4.2.2 Procedure 119 3.2.4.3 Results 120 3.2.4.3.1 Analysis of Reading Times for the Placebo treatment in comparison to the AUDILEX treatment , 120 3.2.4.3.2 Analysis of Error Rates for the Placebo treatment in comparison to the AUDILEX treatment 121 3.2.4.4 Discussion 121 3.2.5 Conclusions 122 3.3 Dyslexia Subgroups: Do Specific Frequent Word Reading Impaired Dyslexics exist in Transparent Languages? 128 3.3.1 Theoretical Background 128 3.3.2 The Existence of Frequent Word Reading Impaired Dyslexics within the Subjects of our Sample 131 3.3.2.1 Participants 131 3.3.2.2 Subgroups 132 3.3.2.3 Symmetry Generalisation Problems in the Subgroups of Lachmann et al 136 3.3.2.4 The AUDILEX Performance in the Subgroups of Lachmann et al 139 5 3.3.3 The Existence of FWRI Dyslexics 142 3.3.3.1 Why do some Authors find FWRI Children in Transparent Languages and some do not? 142 3.3.3.2 Is the Comparison of Raw Reading Times in FWR and NWR useful when Discussing Subgroups of Dyslexia? 145 3.3.4 Conclusions 147 IV SUMMARY Summary 151 References 156 Acknowledgement 177, 2012. gebraucht gut, 280g, Internationaler Versand, PayPal, offene Rechnung, Banküberweisung, offene Rechnung (Vorkasse vorbehalten).

Von Händler/Antiquariat, killarneybooks [64862402], Ennis, Co.Clare, Ireland.
Paperback, 177 pages, NOT ex-library. Weight: 366g. Looks unread, a clean and bright copy with unmarked text, free of inscriptions and stamps. Firm secure binding. --- Contents: I. Dyslexia: 1. Definition and Symptoms 2. History of Scientific Dyslexia Research 3. Etiology of Dyslexia: A Short Review; II. Theoretical Background: 1. Functional Coordination Deficit Model 2. Subgroups in German Dyslexics; III. Experiments: 1. Effects of Mental Rotation in Developmental Dyslexia: Evidence for the FCD Model 2. Training Program AUDILEX: What Is It Good For? 3. Dyslexia Subgroups: Do Specific Frequent Word Reading Impaired Dyslexics Exist in Transparent Languages?; IV. Summary, Books.

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Von Händler/Antiquariat, killarneybooks [64862402], Ennis, Co.Clare, Ireland.
Paperback, 177pp, NOT ex-library. Weight: 366g. Looks unread, a clean and bright copy with unmarked text, free of inscriptions and stamps. Firm secure binding. --- Contents: I. Dyslexia: 1. Definition and Symptoms 2. History of Scientific Dyslexia Research 3. Etiology of Dyslexia: A Short Review; II. Theoretical Background: 1. Functional Coordination Deficit Model 2. Subgroups in German Dyslexics; III. Experiments: 1. Effects of Mental Rotation in Developmental Dyslexia: Evidence for the FCD Model 2. Training Program AUDILEX: What Is It Good For? 3. Dyslexia Subgroups: Do Specific Frequent Word Reading Impaired Dyslexics Exist in Transparent Languages?; IV. Summary, Books.

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Von Händler/Antiquariat, InternetBuchhandlung A. Bell, [3194875].
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Lieferung aus: Deutschland, Versandkosten nach: Deutschland.
Von Händler/Antiquariat, InternetBuchhandlung A. Bell, [3194875].
Neuware, Internationaler Versand, PayPal, Banküberweisung.

Von Händler/Antiquariat, medimops [55410863], Berlin, Germany.
362 Gramm.