New PDF release: A Longitudinal Study of Dyslexia: Bergen’s Multivariate

By Hans-Jörgen Gjessing Ph.D., Bjorn Karlsen Ph.D. (auth.)

ISBN-10: 1441987045

ISBN-13: 9781441987044

ISBN-10: 1461264529

ISBN-13: 9781461264521

Psychological and academic researchers within the Scandinavian nations have cooperated in a learn attempt in terms of kid's studying disabilities for greater than a decade. help has come from the federal governments and different investment firms in Norway, Sweden, and Denmark throughout the Secretariat for experiment­ dinavian Cultural Cooperation. a couple of autonomous stories have already been released, facing quite a few elements oflearning disabilities within the literacy abilities of studying and writing. the biggest and so much finished research used to be the Bergen venture, a longitudi­ nal learn of a complete cohort of kids, with specified emphasis on those that built particular studying disabilities in examining and writing (dyslexia). those dyslexic teenagers have been studied, clinically determined, and handled over a interval of 9 years, in addition to a variety of regulate and comparability teams, which integrated a wide subgroup with common studying disabilities (retarded). The Bergen undertaking concerned the gathering of voluminous info. the youngsters have been pointed out through distinctive diagnostic checks and taken care of utilizing remedial fabrics and methods that have been built to house quite a few different types of dyslexia. The ophthalmology staff not just confirmed the youngsters, yet in addition they prescribed and supplied glasses, or even played surgical procedure while priceless. The pediatric neurologists did basic pediatric and neurological examinations, following up a number of the circumstances with EEGs and CT (computerized tomography, mind x-rays).

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Additional info for A Longitudinal Study of Dyslexia: Bergen’s Multivariate Study of Children’s Learning Disabilities

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Furniture, vegetables) that can represent a large variety of objects. Our conceptual framework with regard to language is basically typological: abstract concepts represent systematically a wide range of concrete concepts. This is experienced and accepted, while we at the same time realize that the subconcepts ("the typology") change meaning, depending on the criteria we choose. For example, a chair can be thought of as a piece of furniture, but can also be considered a part of a home's inventory.

But one is up against the old problem of the chicken or the egg. What roles do socioemotional factors play in the etiology of learning disabilities? A School Learning Theory It would seem useful at this point to describe briefly the underlying theory of school learning against which the school achievement of the Bergen children was viewed-So Bloom's theory (Bloom, 1976). This theory takes a very sensible view of the entire field and covers the same factors studied here. Its "affective" label is similar to the concept of "socioemotional" as it ties in with school learning.

The monothetic requirement maximizes similarities within each group. But it is unreasonable to expect that by the use of empirical criteria every individual will fall only within one category, since empirical testing is far from perfect and reliable. The polythetic alternative is a compromise based on the empirical reality. The typology issues are complex, but certainly not of recent origin . They go back at least to the ancient Greek philosophers and their speculation about the unique and the universal , the concrete and its various expressions, and human types in the abstract.

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A Longitudinal Study of Dyslexia: Bergen’s Multivariate Study of Children’s Learning Disabilities by Hans-Jörgen Gjessing Ph.D., Bjorn Karlsen Ph.D. (auth.)

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