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Titolo:
Neuropsychological intervention in dyslexia: Two studies on British pupils
Autore:
Robertson, J;
Indirizzi:
Manchester Metropolitan Univ, Inst Educ Didsbury, Manchester M20 2RR, Lancs, England Manchester Metropolitan Univ Manchester Lancs England M20 2RR cs, England
Titolo Testata:
JOURNAL OF LEARNING DISABILITIES
fascicolo: 2, volume: 33, anno: 2000,
pagine: 137 - 148
SICI:
0022-2194(200003/04)33:2<137:NIIDTS>2.0.ZU;2-V
Fonte:
ISI
Lingua:
ENG
Soggetto:
CEREBRAL HEMISPHERES; STIMULATION; ACTIVATION; SUBTYPES; WORDS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
55
Recensione:
Indirizzi per estratti:
Indirizzo: Robertson, J Manchester Metropolitan Univ, Inst Educ Didsbury, 799 Wilmslow Rd, Manchester M20 2RR, Lancs, England Manchester Metropolitan Univ 799 Wilmslow Rd Manchester Lancs England M20 2RR
Citazione:
J. Robertson, "Neuropsychological intervention in dyslexia: Two studies on British pupils", J LEARN DI, 33(2), 2000, pp. 137-148

Abstract

The theoretical context of this research is developmental neuropsychology-in particular, the educational implications for the classification of and intervention in specific developmental dyslexia (SDD). Controlled and validated research can help identify optimal teaching methods for groups and individuals. Within this framework, neuropsychological theory can be explored as a medium for improving intervention for pupils with SDD. Neuropsychological stimulation cannot change the macro aspects of the brain but can change its "fine-tuning" and its response to written text. Within the psycho-neurological approaches, Bakker (1979, 1990, 1998) developed both a diagnostic procedure and empirically investigated intervention procedures. The theory rests on the Balance Model of learning to read, in which differential hemisphere involvement is implicated in beginning and advanced reading. Intervention can take place via hemisphere-specific stimulation using visual or tactile stimulation or hemisphere-alluding stimulation using modified text. Twoinvestigations are presented, one experimental and another clinical. The results support the validity of dyslexia subtyping and the effectiveness of the treatment methods.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 26/01/20 alle ore 00:53:31