Neuropsychological intervention in dyslexia: two studies on British pupils.
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 "finetuning" 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. Two investigations are presented, one experimental and another clinical. The results support the validity of dyslexia subtyping and the effectiveness of the treatment methods.
Robertson
J
J
Institute of Education (Didsbury), Manchester Metropolitan University, England.
D000293:Adolescent; D002540:Cerebral Cortex / Q000502:physiology; D002648:Child; D004410:Dyslexia / Q000145:classification / Q000503:physiopathology* / Q000534:rehabilitation*; D004519:Education, Special / Q000379:methods*; D005260:Female; D007839:Functional Laterality; D006801:Humans; D008297:Male; D009483:Neuropsychological Tests; D011932:Reading; D014110:Touch; D016896:Treatment Outcome