Abstract
This chapter provides a model for classification of dyslexia, dysgraphia and dyscalculia through analysis of the response of children to treatment. The model is discussed with reference to the types of multivariate treatment applied in a particular programme which works interactively online using an electronic data-base for linking functional difficulties in learning to treatment, and through this to firm diagnosis and classification. In applying the model, initial diagnosis of learning disabilities is treated as provisional, based on functional indicators as well as test data. Firm classification becomes possible through longitudinal assessment, analysis of response to multivariate intervention as well as response to specific programmes. Diagnosis can then be linked both to concessions as well as ongoing treatment.
Reference148 articles.
1. Hinshelwood J. Congenital word blindness. The Lancet. 1900:1506-1508
2. Morgan WP. A case of congenital word blindness. British Medical Journal. 1896;1378
3. Orton ST. “Word-blindness” in school children. Archives of Neurology and Psychiatry. 1925;5:581-615
4. Orton ST. Reading, Writing and Speech Problems in Children. New York: Norton; 1938
5. Dearborn WF. The psychology of reading: An experimental study of the reading pauses and movements of the eye. In: Archives of Philosophy, Psychology and Scientific Methods. New York: Columbia University, The Science Press; 1906. p. 4
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献