Historical Perspectives on Dyslexia

Richardson, Sylvia O.

doi:10.1177/002221949202500107

Cited by 30 publications

(22 citation statements)

References 24 publications

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“…For example, it is becoming increasingly clear that the primary deficit among poor readers is phonological rather than visual-spatial (e.g., Mann & Brady, 1988;Rack, Snowling, & Olson, 1992;Richardson, 1992). Visualspatial ability of the type measured by traditional IQ tests has modest validity for kindergarten children against their letter recognition skills in Grade 1, but its predictive power declines markedly thereafter as reading becomes more linguistic (e.g., Solan, Mozlin, & Rumpf, 1985).…”

Section: Assessment Of Specific Cognitive Skillsmentioning

confidence: 99%

Lessons from the Kaufman Assessment Battery for Children (K-ABC): Toward a new cognitive assessment model.

Kline

Snyder²,

Castellanos³

1996

Psychological Assessment

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When the Kaufman Assessment Battery for Children (K-ABC; A. S. Kaufman & N. L. Kaufman, 1983a, 1983b) was published just over 10 years ago, it had many unique features, including its information processing model and specific recommendations for educational remediation. Although the test has received much attention because of these characteristics, the K-ABC has also been the subject of much controversy. Through consideration of some of these arguments, lessons that researchers in the field of child assessment may learn from the K-ABC and their implications for future directions are identified. Based in part on lessons learned from the K-ABC, an alternative assessment model for the evaluation of children with reading problems is proposed at the end of this article. The state of child cognitive assessment just over a decade ago was one of both stagnation and altercation. From a scientific perspective, there had been few fundamental changes in either theory or tests since the turn of the century. For instance, thencontemporary IQ tests such as the Wechsler Intelligence Scale for Children-Revised (WISC-R; Wechsler, 1974) and Form L-M of the Stanford-Binet (SB-LM; Terman & Merrill, 1973) had basically the same formats and subtests as their respective progenitors, Binet's original 1905 scale and the 1939 Wechsler-Bellevue (e.g., Sternberg, 1992). From a social perspective, the use of IQ tests for the special education placement of minority children was the subject of many court cases (e.g., Reschley, 1990). It was against this troubled background that the Kaufman Assessment Battery for Children (K-ABC; ages 2 '/,-12 '/ 2 years; Kaufman & Kaufman, 1983a, 1983b) was published. At the time, many of the K-ABC's features seemed to be direct rejoinders to some of these controversies. For instance, some K-ABC subtests were quite novel compared to those that make up the WISC-R or the SB-LM. Also, the K-ABC is based on specific theoretical models, the application of which are intended to provide more pure estimates of ability versus achievement, identify children who have particular types of information processing deficits, and help psychologists make specific recommendations for educational remediation. None of the aforementioned characteristics were unique in the early 1980s. Other tests were organized according to specific conceptual models (e.g., Illinois Test of Psycholinguistic Ability; Kirk, McCarthy, & Kirk, 1968) or were intended to assess reasoning rather than acquired knowledge (e.g., Raven's Stan

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Section: Assessment Of Specific Cognitive Skillsmentioning

confidence: 99%

Lessons from the Kaufman Assessment Battery for Children (K-ABC): Toward a new cognitive assessment model.

Kline

Snyder²,

Castellanos³

1996

Psychological Assessment

View full text Add to dashboard Cite

show abstract

“…A relationship between reading and the brain was first recognized in the seventeenth century when Johannes Schmidt observed a patient who was unable to read following a stroke (Anderson & Meier-Hedde, 2001;Campbell, 2011). Later, many physicians initially regarded reading disabilities as a form of aphasia (Anderson & Meier-Hedde, 2001;Campbell, 2011;Richardson, 1992;). While the literal meaning of aphasia is "the loss of speech," nineteenth century physicians frequently used the term to describe "all losses in the use of language, including reading and writing" (Richardson, 1992, p. 40).…”

Section: A Historical Perspectivementioning

confidence: 99%

“…During this period, several physicians (e.g., Kussmaul, Hinshelwood, and Morgan), many of whom were ophthalmologists, evaluated patients with both acquired and congenital reading disabilities and explored the causes of these deficits, providing attempts to explain why their patients couldn't read (Anderson & Meier-Hedde, 2001;Campbell, 2011;Pickle, 1998). The attention from the medical community in the late nineteenth and twentieth centuries provided a foundation upon which the study of reading disabilities was established (Anderson & Meier-Hedde, 2001;Campbell, 2011;Pickle, 1998;Richardson, 1992).…”

Section: A Historical Perspectivementioning

confidence: 99%

“…First attributed to Kussmaul in 1877, word blind readers could not recognize letters and words, although their vision was unimpaired (Anderson & Meier-Hedde, 2001;Hinshelwood, 1900). Initially, physicians in the late nineteenth century focused their attention on acquired word blindness, which occurred when the ability to read was lost suddenly and without warning (Anderson & Meier-Hedde, 2001;Richardson, 1992). Sometimes, acquired word blindness resulted from a brain injury (e.g., stroke), but specific causes were not always identified.…”

Section: Word Blindness: Another Term For Reading Disabilitiesmentioning

confidence: 99%

“…As a result, several theories regarding the sources of reading disabilities were generated during this period (Anderson & Meier-Hedde, 2001;Hudson et al, 2007;Orton, 1999;Pickle, 1998;Richardson, 1992). Although the evolution of those theories eventually resulted in the development of stronger, more accurate conceptualizations of dyslexia, misconceptions rooted in early theoretical positions still exist (Hudson et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

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