Hans-Jörgen Gjessing Ph.D., Bjorn Karlsen Ph.D. (auth.)'s A Longitudinal Study of Dyslexia: Bergen’s Multivariate PDF

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 on the subject of kid's studying disabilities for greater than a decade. help has come from the federal governments and different investment organisations in Norway, Sweden, and Denmark throughout the Secretariat for test­ dinavian Cultural Cooperation. a few autonomous experiences have already been released, facing a number of facets oflearning disabilities within the literacy abilities of studying and writing. the most important and such a lot entire learn was once the Bergen venture, a longitudi­ nal research of a whole cohort of kids, with distinct emphasis on those that built particular studying disabilities in interpreting and writing (dyslexia). those dyslexic teenagers have been studied, clinically determined, and taken care of over a interval of 9 years, in addition to a variety of keep watch over and comparability teams, which integrated a wide subgroup with normal studying disabilities (retarded). The Bergen venture concerned the gathering of voluminous information. the kids have been pointed out by way of distinct diagnostic assessments and handled utilizing remedial fabrics and strategies that have been constructed to accommodate numerous sorts of dyslexia. The ophthalmology workforce not just established the kids, yet in addition they prescribed and supplied glasses, or even played surgical procedure whilst precious. The pediatric neurologists did common pediatric and neurological examinations, following up some of the instances with EEGs and CT (computerized tomography, mind x-rays).

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Extra resources for A Longitudinal Study of Dyslexia: Bergen’s Multivariate Study of Children’s Learning Disabilities

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The pairs were degree of maturity and attentiveness, relating mainly to the learning tasks; acceptance of social norms and social acceptance, dealing mainly with how each child interacted with others in a school situation; and self-image and feeling of security, concerned with how the children perceived themselves and their feelings in the school setting. 1 presents these data for the D and C groups. The chi-square values are given, along with the level of significance (p value). ] As can be seen readily from the Table, the trend of the teachers' ratings favored the control group.

2. 3. 4. Same sex. Member of the same class. Absence of learning difficulties. IQ as similar as possible (test and retest, group IQ test). The mean ability test score of the C group closely matched that of the D group. The slight differences between the two groups were not statistically significant, so the groups can be considered equal with respect to IQ. They differed markedly, of course, with respect to school achievement variables. (Several other indices of general cognitive development based on (a) teachers' judgment with respect to language development at the end of grades 1 and 3 and (b) an IQ test given at the time of transition from grade 3 to 4 favored the C group, and were all statistically significant.

It is also quite possible that negative attitudes develop between teachers and "problem pupils;' skewing the teachers' evaluations. However, there appears to be no particular reason to discount the substance of these findings. All of the teachers had been teaching a long time. Teacher judgment is often utilized to advantage in educational and psychological research, including studies of learning difficulties. For example, empirical data from research with Myklebust's rating scales suggest that teacher judgment results in more accurate pupil selection for special learning disability programs than do most other methods (Myklebust, 1971; Myklebust & Boshes, 1969).

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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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