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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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1

Hanly, Sarah M. "Exploring the cognitive underpinnings of word retrieval deficits in dyslexia using the tip-of -the-tongue paradigm". Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3021.

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2

Wright, Craig, i n/a. "Sensory Processing in Dyslexic Children". Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061018.153411.

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This study tested the prediction that a group of dyslexic children (n = 70) would be less sensitive to auditory and visual temporal stimuli than a control group (n = 52). In the auditory domain, detection thresholds for 2 Hz FM, 2 Hz AM and 20 Hz AM were assessed. The modulations in these stimuli are detected on the basis of temporal cues. In contrast, the modulations in the control stimulus 240 Hz FM modulate too rapidly to be detected with temporal cues. The dyslexic group were significantly less sensitive than the control group to the temporal and non-temporal measures at initial testing (Phase 1) and again nine months later (Phase 4). These data demonstrated that the auditory deficit in the dyslexic group was more general in nature than had previously been suggested. In the visual domain, sensitivity to global coherent motion was assessed. The dyslexic group were significantly less sensitive than the control group on this measure at both phases of the study. Despite the overall between group differences, the magnitude of the effects were low to moderate. There was also substantial overlap between the performance of the two groups on the sensory processing measures. A deviance analysis was conducted to determine the proportion of dyslexic individuals who had sensory processing deficits. When data from each phase was examined separately, the incidence of sensory processing deficits in the dyslexic group was comparable to previous studies. However, when the data from both phases was combined, only 5-18% of the dyslexic group had impairments on any of the sensory tasks that were stable across time. Nevertheless, these results do not preclude sensory processing making a contribution to reading difficulties in some children. When the relationship between sensory processing thresholds and reading ability was considered, sensitivity to auditory and visual temporal measures accounted for significant unique variance in phonological processing, orthographic coding and overall reading skill, even after accounting for IQ and vigilance. This study was also tested the prediction that visual attention can explain the link between visual temporal processing and reading. Vidyasagar (1999) proposed that the magnocellular (M) system, which processes temporal stimuli (e.g., motion), is also important for efficient functioning of an attentional spotlight. This spotlight is proposed to arise in parietal cortex (a major endpoint of the M system), and is involved in highlighting areas for detailed visual processing when performing visual tasks, such as visual search or reading. It was predicted that only those dyslexic participants with motion detection impairments would also be impaired on a serial search task that required the attentional spotlight. On average, the dyslexic group had significantly slower serial search than the control group. However, the magnitude of effect was small and a deviance analysis demonstrated that only 8.5% of the dyslexic group had stable impairments relative to the control group. Furthermore, only one of the six dyslexic participants with a visual attention impairment had a co-existing deficit in detecting coherent motion. Thus, visual attention deficits of this type appear to exist independently of coherent motion deficits. This study also provided important evidence on the reliability of measurement for the sensory processing tasks. The data showed that the test-retest reliability of the sensory measures was only moderate over a nine month period. Test-retest for other cognitive measures over the same time frame was high - including that for an orthographic coding task, which had similar procedure and task demands to the sensory measures. The results also demonstrated that a high proportion of participants in both groups performed inconsistently across time (i.e., they had a threshold indicative of a deficit at one phase and performance within normal limits at the other). Up to 32% of the dyslexic group and 19% of the control group had inconsistent performance on the sensory measures across time. The importance of developing more reliable methods of estimating sensory sensitivity is discussed, as is the need for normative data on sensory processing tasks in order to more accurately make decisions about the incidence of sensory deficits. In summary, this study provided evidence for a relationship between sensory processing and reading. However, the current data demonstrated that sensory processing deficits are not characteristic of all dyslexic individuals. Future research should focus on explaining why only a sub-group of dyslexics have sensory deficits, and also why some control participants have deficits.

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3

Egan, Joanne. "Morphological processing in dyslexic children". Thesis, Bangor University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401920.

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4

Wright, Craig. "Sensory Processing in Dyslexic Children". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366474.

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This study tested the prediction that a group of dyslexic children (n = 70) would be less sensitive to auditory and visual temporal stimuli than a control group (n = 52). In the auditory domain, detection thresholds for 2 Hz FM, 2 Hz AM and 20 Hz AM were assessed. The modulations in these stimuli are detected on the basis of temporal cues. In contrast, the modulations in the control stimulus 240 Hz FM modulate too rapidly to be detected with temporal cues. The dyslexic group were significantly less sensitive than the control group to the temporal and non-temporal measures at initial testing (Phase 1) and again nine months later (Phase 4). These data demonstrated that the auditory deficit in the dyslexic group was more general in nature than had previously been suggested. In the visual domain, sensitivity to global coherent motion was assessed. The dyslexic group were significantly less sensitive than the control group on this measure at both phases of the study. Despite the overall between group differences, the magnitude of the effects were low to moderate. There was also substantial overlap between the performance of the two groups on the sensory processing measures. A deviance analysis was conducted to determine the proportion of dyslexic individuals who had sensory processing deficits. When data from each phase was examined separately, the incidence of sensory processing deficits in the dyslexic group was comparable to previous studies. However, when the data from both phases was combined, only 5-18% of the dyslexic group had impairments on any of the sensory tasks that were stable across time. Nevertheless, these results do not preclude sensory processing making a contribution to reading difficulties in some children. When the relationship between sensory processing thresholds and reading ability was considered, sensitivity to auditory and visual temporal measures accounted for significant unique variance in phonological processing, orthographic coding and overall reading skill, even after accounting for IQ and vigilance. This study was also tested the prediction that visual attention can explain the link between visual temporal processing and reading. Vidyasagar (1999) proposed that the magnocellular (M) system, which processes temporal stimuli (e.g., motion), is also important for efficient functioning of an attentional spotlight. This spotlight is proposed to arise in parietal cortex (a major endpoint of the M system), and is involved in highlighting areas for detailed visual processing when performing visual tasks, such as visual search or reading. It was predicted that only those dyslexic participants with motion detection impairments would also be impaired on a serial search task that required the attentional spotlight. On average, the dyslexic group had significantly slower serial search than the control group. However, the magnitude of effect was small and a deviance analysis demonstrated that only 8.5% of the dyslexic group had stable impairments relative to the control group. Furthermore, only one of the six dyslexic participants with a visual attention impairment had a co-existing deficit in detecting coherent motion. Thus, visual attention deficits of this type appear to exist independently of coherent motion deficits. This study also provided important evidence on the reliability of measurement for the sensory processing tasks. The data showed that the test-retest reliability of the sensory measures was only moderate over a nine month period. Test-retest for other cognitive measures over the same time frame was high - including that for an orthographic coding task, which had similar procedure and task demands to the sensory measures. The results also demonstrated that a high proportion of participants in both groups performed inconsistently across time (i.e., they had a threshold indicative of a deficit at one phase and performance within normal limits at the other). Up to 32% of the dyslexic group and 19% of the control group had inconsistent performance on the sensory measures across time. The importance of developing more reliable methods of estimating sensory sensitivity is discussed, as is the need for normative data on sensory processing tasks in order to more accurately make decisions about the incidence of sensory deficits. In summary, this study provided evidence for a relationship between sensory processing and reading. However, the current data demonstrated that sensory processing deficits are not characteristic of all dyslexic individuals. Future research should focus on explaining why only a sub-group of dyslexics have sensory deficits, and also why some control participants have deficits.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text

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5

Altemeier, Leah Elysse. "The contribution of executive functions to reading and writing outcomes in typically developing readers and writers, and in children and adults with dyslexia /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7623.

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6

Wong, Wai-lap. "Automatization deficit among Chinese developmental dyslexic children". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35778660.

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7

Wong, Wai-lap, i 黃緯立. "Automatization deficit among Chinese developmental dyslexic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35778660.

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8

Soboleski, Penny K. "THE HIDDEN CHILDREN OF THE CLASSROOM: A VALIDATION STUDY USING ALTERNATIVE ASSESSMENTS TO UNCOVER THIRD-GRADE READERS WITH DYSLEXIA". Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143482871.

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9

Au, Pui-ki. "Implicit and explicit learning in Chinese dyslexic children". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37088725.

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10

區佩琪 i Pui-ki Au. "Implicit and explicit learning in Chinese dyslexic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37088725.

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11

Cheung, Pui-yin Natalie. "Investigation of need-service relationship of primary school children with dyslexia in Hong Kong". Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43958308.

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12

Ho, Man-ling Joyce. "The difficulties of Chinese dyslexic children in the process of learning verbal and nonverbal materials". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37090616.

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13

Wong, Yu-kwan. "Listening and reading comprehension of Chinese dyslexic children speaking the Cantonese dialect". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3709189X.

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14

Fong, Siu-wai Scarlet. "Stress and coping the experiences of parents in caring children with dyslexia /". Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37101092.

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15

馮錦珊 i Kam-shan Fung. "Do Chinese children with developmental dyslexia have deficit in visualtemporal processing?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716590.

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16

翟建華 i Kin-wah Christopher Chak. "Do Chinese children with developmental dyslexia have deficit in auditory temporal processing?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716188.

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17

Chak, Kin-wah Christopher. "Do Chinese children with developmental dyslexia have deficit in auditory temporal processing?" Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716188.

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18

Fung, Kam-shan. "Do Chinese children with developmental dyslexia have deficit in visual temporal processing?" Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716590.

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19

Mavrommati, Theodora D. "A pictographic method for teaching Greek spelling to dyslexic children". Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297716.

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20

McKirdy, James. "Temporal processing in English-speaking and Chinese-speaking dyslexic children". Thesis, University of Aberdeen, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430384.

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Dyslexia is a developmental disorder characterised by difficulties in reading acquisition in a context of appropriate tuition, socio-cultural opportunities and normal intelligence. A large amount of research has been carried out in the attempt to understand the biological and cognitive causes of dyslexia but to date no unified theory has been finalised. Recent studies have suggested that auditory temporal sequencing abilities might be played a part in skilled reading acquisition. The results of these studies, however, are not unanimous, and replication success has been limited. A further controversial point for the auditory temporal deficit theory is whether it would be able to account for the presence of dyslexia in languages that rely more heavily on logographic processing rather than auditory processing, such as Chinese. The aim of this dissertation was to explore the role of auditory temporal processing skills in reading acquisition using a cross-cultural and developmental approach. The results of the different experiments found no support for a pervasive role of temporal processing skills in reading acquisition in both English-and Chinese speaking samples. Differential levels of performance achievement were seen in dyslexic children in both languages, and also in normal development. Reading skills and temporal processing skills appeared to improve as function of increased age. As the temporal processing tasks used in these studies loaded heavily on working memory, further testing of this latter function showed that working memory skills did not account for the differences between the groups. In conclusion, these studies have contributed to clarify that temporal processing abilities do not play a major role in reading achievement and indicate that no current interpretation appears to be able to account for the variety of symptoms demonstrated by dyslexic children and adults as well as dyslexia in different languages.

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21

Chan, Ching Lin. "Understanding error types of Chinese bi-syllable word recognition made by Hong Kong dyslexic student". HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/850.

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22

Chan, Yin-wai Pamela. "Number facts knowledge and errors in paper-and-pencil calculation: a comparison between dyslexic and non-dyslexic Chinese children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791297.

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23

黃宇昆 i Yu-kwan Wong. "Listening and reading comprehension of Chinese dyslexic children speaking the Cantonese dialect". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3709189X.

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24

何敏靈 i Man-ling Joyce Ho. "The difficulties of Chinese dyslexic children in the process of learning verbal and nonverbal materials". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090616.

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25

Weeks, Sally Annette Jane. "Individual differences in learning to spell and the efficacy of different teaching strategies". Thesis, University of Surrey, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252356.

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26

Bolton, Sylvia. "When dyspraxia meets dyslexia at 11+". Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=106.

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27

Moores, Elisabeth J. "Dyslexia : challenging theories". Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/15162/.

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Experiments presented challenge theories on their ability to provide causal explanations of the pattern of performance in dyslexia. Studies la and 1 b employed a prism adaptation paradigm to investigate the Cerebellar Deficit Hypothesis (CDH). No group differences were found, although unfortunately it was concluded that the paradigm could not satisfactorily isolate cerebellar function from other compensation mechanisms. Studies 2a and 2b exploited a sequential stereopsis technique to test the visual deficit hypothesis. No group differences were found, although the dyslexic group did exhibit a fatigue effect on one condition. Using an attention shifting paradigm, Study 3 found a dissociation between focus and shift attention conditions in dyslexic children, but that they sustained their attention as well as controls. In Study 4, supporting the Dyslexia Automatisation Deficit (DAD) as opposed to a general resources deficit, control performance suffered most under visually degraded conditions of the same attention paradigm. Study 5 further investigated attention on a test thought to be sensitive to attentional lapses; dyslexic children did make more errors, although conclusions were limited by their qualitatively normal performance. Deficits in dyslexia were found to be wider reaching than many theories of dyslexia would suggest. At a cognitive level of explanation the DAD was able to account successfully for many of the findings. However, like the Phonological Deficit Theory the DAD specifies no neurological mechanism for the deficit; this is provided by the CDH (for which no evidence was found here). Analyses do point towards the need for either a very general explanation, or the identification of a smaller number of core deficits, for the apparently disparate deficits found. The fatigue effect found only in the dyslexic group on part of the vision experiment has further direct and immediate implications for future research.

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28

Fong, Siu-wai Scarlet, i 方少慧. "Stress and coping: the experiences of parentsin caring children with dyslexia". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37101092.

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29

Spence, Cynthia Jenina. "Dyslexia: A struggling reader's journey towards literacy". CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3353.

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The purpose of this research paper is to investigate how dyslexia is currently being defined and debated by both the academic and scientific communities. Additionally, this thesis analyzes how dyslexia is presently being dealt with in the classroom and how this disability is represented in children's literature.

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30

Ma, Nga-lun Rachel. "Self-esteem and family factors of Chinese dyslexic children in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791340.

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31

Leung, Nga-ki Kate, i 梁雅琪. "The quality of lexical representation in Chinese normally-achieving and dyslexic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B4163410X.

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32

Froehlich, Caroline Seligman. "Feature selection for neuroimaging applied to word-category identification in dyslexic children". Pontifícia Universidade Católica do Rio Grande do Sul, 2015. http://hdl.handle.net/10923/7503.

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Made available in DSpace on 2015-08-11T02:02:39Z (GMT). No. of bitstreams: 1 000473233-Texto+Completo-0.pdf: 3157211 bytes, checksum: 46d1f58d384ad33725fbb29ba8257582 (MD5) Previous issue date: 2015
Dyslexia is a developmental reading disorder characterized by persistent difficulty to learn how to read fluently despite normal cognitive abilities. It is a complex learning difficulty that is often hard to quantify. Traditional methods based on questionnaires are not only imprecise in quantifying dyslexia, they are also not very accurate in diagnosing it. Consequently, we aim to investigate the neural underpinnings of this reading disorder in children and teenagers, as part of a project that aims to unravel some of the neurological causes of dyslexia among children at preliteracy age. In this dissertation, we develop a study of brain activation within functional MRI scans taken when children carried out pseudo-word tasks. Our study expands recently developed machine learning-based techniques that identify which type of word the study participants were reading based solely on participant’s brain activation. Because such functional MRI data contains about 30,000 voxels, we try several feature selection techniques for removing voxels that are not very helpful for the machine learning algorithm. This procedure is widely used for maximizing the machine learning algorithm accuracy, and some of these feature selection approaches allowed us to achieve very accurate results.
Dislexia é um transtorno de aprendizagem de leitura caracterizado pela dificuldade persistente de uma criança a aprender a ler fluentemente, mesmo apresentando outras habilidades cognitivas normais. A dislexia é uma dificuldade de aprendizado complexo e difícil de diagnosticar. Métodos de diagnostico tradicionais, como questionários, não são somente imprecisos em quantificar a dislexia, como também também não são precisos no diagnóstico. Consequentemente, nós visamos investigar a base neural deste transtorno de leitura em crianças e adolescentes, como parte de um projeto que tem como objetivo desvendar algumas das causas neurológicas da dislexia entre crianças em alfabetização. Nesta dissertação, desenvolvemos um estudo da ativação do cérebro com o uso de exames de imagem de ressonância magnética (IRM) funcional coletados enquanto as crianças realizavam uma tarefa de pseudo-palavras. Este estudo amplia técnicas de aprendizado de máquina recentemente desenvolvidas que identificam que tipo de palavra os participantes de um estudo estavam lendo, baseado somente em sua atividade neural. Como dados de IRM funcional contem aproximadamente 30. 000 voxels, neste trabalho experimentamos com algumas técnicas de seleção de features para remover voxels que não são relevantes para o algoritmo de aprendizado de máquina. Esse procedimento é amplamente utilizado para maximizar a acurácia do algoritmo, e algumas abordagens de feature selection permitem atingir resultados muito precisos.

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33

Leung, Nga-ki Kate. "The quality of lexical representation in Chinese normally-achieving and dyslexic children". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4163410X.

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34

Sotiria, Tzivinkou Sotira. "Potential discriminative factors for dyslexia : a predictive statistical model based on the Pavlidis questionnaire distinguishing 8-9 year old dyslexic and non-dyslexic-control Greek children : validities and potential predictive efficiency considerations". Thesis, Brunel University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275875.

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35

Cheung, King-ting. "The effects of metalinguistic awareness training on reading abilities a twin study /". Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279150.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.

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36

Kwan, Pun-lok David, i 關本樂. "The role of visual and orthographic skills in reading among Chinese dyslexic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29325961.

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37

Lau, Mei-lin Karen. "The effectiveness of phonological training on improving Chinese dyslexic children's reading performance". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793026.

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38

Thiessen, Myra. "Using visual explanations of complex verbal concepts to aid dyslexic children in literacy acquisition". Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541965.

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39

Kibel, Mary. "Phonemic accuracy in the spelling of dyslexic and normally achieving children : similarities and differences". Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418586.

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40

Le, Juen Yves-Jean Gabriel. "An institution-based enquiry into concepts of proficiency, automaticity and second-language learning among dyslexic students". Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/36136/.

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It is, for some, 'common knowledge' that dyslexic students cannot master a foreign language 'because' they cannot master their own. This study enquires into the assumption, and the 'because', above, and seeks other explanatory routes for dyslexic university students' difficulties with foreign language learning. Building on earlier work concerned with notions of 'automaticity' in relation to concepts of 'proficiency' in proficiency and dyslexia literatures, it relates these directly to second language teaching/learning concepts and discusses this in relation to 'phronetic', 'professional' and tacit' views of knowledge. The empirical part of the study comprises cross-comparison of four narrative sources: the narratives of a dozen dyslexic students engaged in a semi-structured, in-depth interview concerning their language difficulty and how they view it; a second narrative relating the voices of the advisors most directly linked to dyslexic language learners in the institution, also including past and future difficulties of some dyslexic students who may face a study year abroad, e.g. on Erasmus and similar schemes; a third interview with the then current head of the unit dealing with both English as a Foreign Language, and Modern Foreign Languages; and the over-arching narrative of the researcher – his story in conducting this study. Within this framework, the research uncovers how, at a practical level as well as theoretically, phronetic, teaching-learning and exceptional language-acquisition 'knowledge' may be open to subversion from several quarters: the pragmatics and economics of 3rd-level EFL and MFL1 language teaching; transposing child language acquisition concepts onto adult language learning ones; the cross- and/or mismatching of these with dyslexia ones; and the possible collision between some areas of professional knowledge – tacit or otherwise. The research shows how for the 'institutional dyslexics' concerned, and sometimes despite their advisors, the unit's academic director and the institution, automaticity is anterior to proficiency and agency is anterior to automaticity. Moreover reversing this, discovering or rediscovering their sense of agency allows certain of the dyslexic participants to attain a qualified measure of automaticity in their language studies and hence, of proficiency. These findings have important implications for those engaged in second language teaching and learning. The organisation of the thesis is as follows: in a first chapter which the researcher introduces with a short autobiography and an account of how the research came about, a broadly descriptive and factual introduction to the piece then summarises previous work in the doctoral degree particularly the critical analytical study, focusing the research questions, and discussing the relationship between methodology and methods, and begins a consideration of what a 'case' is, and what is the case here. Chapter 2 expands the theoretical focus with a discussion of the notion of coherentism and the notion of 'fit', and introduces issues in narrativity and in phronesis. Chapter 3 addresses understandings and terminologies in 'communicative' language teaching, cross-mapping these to both dyslexia and 'proficiency' issues previously discussed. Chapter 4 explores the data, and begins an assessment of the 'fit' between the respondents. Finally, Chapter 5 summarises and discusses the 'findings' of the research – what emerges from the research questions and what from their interpretation; how theoretical understandings now 'fit', or not; what else emerged during the study; what constitutes a finding; and returning to Chapter 1, asks to what extent the study is a foundationalist 'case' which can or should be 'generalisable'. A short discussion of further research avenues is presented.

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Carter, Awena Elizabeth. "Discourses of learning and teaching : analysing my own practice with dyslexic children learning to write". Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440386.

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Lin, Shui-ngor Miranda, i 連瑞娥. "Stress and coping strategies amony primary school children with dyslexia". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27709917.

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Cheung, Pui-yin Natalie, i 張沛妍. "Investigation of need-service relationship of primary school children with dyslexia in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43958308.

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Johnson, Gwendolyn Gay. "An analysis of the impact of an official diagnosis and label of ʹdyslexiaʹ on pupils’ self-concept and self-esteem : a sociological case study involving pupils in Grahamstown". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013124.

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The aim of this study is to develop an understanding of how Grahamstown teenagers are affected by the label ʹdyslexiaʹ; by providing a space in which their feelings about being labelled dyslexic and their experiences can be voiced. Historically much international and local research has focussed on causation and remediation of dyslexia and has neglected the social aspects of the diagnosis. Causation and remediation are categories which form part of the medical or educational models. A social model of dyslexia needs to be applied. Due to the paucity of South African literature on the social experiences of dyslexic teenagers, this research thesis aims to add to the body of knowledge and hopefully provide an avenue for more research within the context of Sociology. This is a micro study, situated in Grahamstown Eastern Cape, South Africa, and the author recognizes that responses cannot be generalized to the greater dyslexic population. All human environments consist of objects which are given meaning through social interaction. Meaning is central to human behaviour and therefor explains the ways in which humans conduct their lives based on these meanings. For this reason George Herbert Mead’s (1934) and Herbert Blumers (1969) symbolic interactionist positions have framed the theoretical approach to this research. Qualitative methods of interviewing provide an opportunity for dyslexic individuals to discuss the meaning dyslexia gives to them, from their perspective and in their own words. The following conclusions have been arrived at: Educational psychologists in Grahamstown are reticent to diagnose individuals as dyslexic. This lack of identification hinders early intervention which can be very detrimental to individuals struggling with reading, writing and spelling as well as the associated co-morbid conditions of dyslexia. Teenagers who have had early diagnosis and intervention with support structures in place identify with their dyslexic identity more positively as they are able to make sense of their struggles of a dyslexic nature.

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Chiu, Chung-man. "A Hong Kong study of the effectiveness of speed drilling in improving reading performance of Chinese dyslexic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29791650.

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Luan, Hui. "The role of morphological awareness among Mandarin-speaking and Cantonese-speaking children". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36210638.

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Chenault, Belle Montgomery. "Effects of prior attention training and a composition curriculum with attention bridges for students with dyslexia and/or dysgraphia /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7904.

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Lo, Sau-ching Edith. "Effectiveness of an assistive speech-to-text technology on the composition performance of Chinese dyslexic children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791339.

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Yang, Jing. "An fMRI study of working memory for phonological and orthographic information in normal and dyslexic Chinese children". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31652050.

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Chow, Man-ching Eva. "Written vocabulary learning among Hong Kong dyslexic children : an investigation on paired associate learning and incidental learning". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35772207.

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