Details

Autor(en) / Beteiligte

• Gjessing, Hans-J©œrgen
• Karlsen, Bjorn

Titel

A Longitudinal Study of Dyslexia : Bergen�́�s Multivariate Study of Children�́�s Learning Disabilities

Ort / Verlag

New York, NY : Springer New York

Erscheinungsjahr

1989

Link zum Volltext

• Volltext

Beschreibungen/Notizen

• I Introduction -- 1. Purposes and Design of the Study; Organization of the Book -- 2. Description of Earlier Reports on the Bergen Project -- 3. Methodological Issues in Dyslexia Research -- II School Learning Disabilities -- 4. School Achievement -- 5. Socioemotional Characteristics -- 6. Cognitive and Achievement Characteristics -- III Theoretical and Clinical Foundation of This Study of Dyslexia -- 7. Overview of Research on Reading and Dyslexia -- 8. Dyslexia Models and Theories -- 9. Function Analysis of Literacy Behavior -- IV Results of the Study of Dyslexia and Dyslexia Types -- 10. Descriptive Analysis of the Entire Dyslexia Group -- 11. Multivariate Analyses of Clinical and Statistical Groupings -- 12. Eye Examinations -- 13. Neurological Examinations -- 14. Growth and Efficacy Data: Results of the Total Experimental Program -- V The Bergeb Project�́�s Contribution to Research And Its Applied Educational and Clinical Value -- 15. Summary, Conclusions, and Discussion o
• Psychological and educational researchers in the Scandinavian countries have cooperated in a research effort relating to children's learning disabilities for more than a decade. Support has come from the federal governments and other funding agencies in Norway, Sweden, and Denmark through the Secretariat for Scan℗Ư dinavian Cultural Cooperation. A number of independent studies have already been published, dealing with various aspects oflearning disabilities in the literacy skills of reading and writing. The largest and most comprehensive study was the Bergen Project, a longitudi℗Ư nal study of an entire cohort of children, with special emphasis on those who developed specific learning disabilities in reading and writing (dyslexia). These dyslexic children were studied, diagnosed, and treated over a period of nine years, along with various control and comparison groups, which included a large subgroup with general learning disabilities (retarded). The Bergen Project involved the collection of voluminous data. The children were identified by means of special diagnostic tests and treated using remedial materials and techniques that had been developed to deal with various types of dyslexia. The ophthalmology team not only tested the children, but they also prescribed and provided glasses, and even performed surgery when necessary. The pediatric neurologists did general pediatric and neurological examinations, following up many of the cases with EEGs and CT (computerized tomography, brain x-rays)