Abstract:
Introduction
The nature, identification, incidence, prognosis
and alleviation of dyslexia presents professionals, parents and pupils with
complex and continuing challenges (Klein and McMullen, 1999). In a society in
which the importance of mastering language and literacy skills is highly
valued, to be dyslexic is to be culturally and economically raille ized
(Smythe, 2000).
This symposium looks at dyslexia at three stages of education. The first paper considers the use of diagnostic assessment techniques based on computerised tests designed to identify individual pupils' information processing strengths and weaknesses in the early years of primary education. From a psychoneurological viewpoint, the second presentation addresses the search for methods holding promise for junior school pupils with particular sub-types of dyslexia taught in withdrawal situations. The final paper discusses ways of helping dyslexic student in Higher Education through the use of voice recognition software.
The continuing existence of dyslexic difficulties at all three stages of education considered by the symposiasts underlines three key points. Firstly, dyslexia is a variable syndrome for which it is exceedingly unlikely that a panacea can ever be found. Secondly, advances in our understanding of the development of cognitive processes and in pedagogy, including applications of information and communications technology (ICT), hold considerable promise(Miles, 1999). Thirdly, the field is one in which many disciplines are legitimately involved.
References
Miles, T.R. and Miles, E. (1999) Dyslexia. A
Hundred Years On. Buckingham: Open University Press (2nd. Edition). Smythe, I.
(Ed.)(2000) The Dyslexia Handbook 2000. Reading: The British Dyslexia
Association. Klein, R.M. and McMullen, P. (Eds.)(1999) Converging Methods for
Understanding Reading and Dyslexia. Cambridge, Mass: Massachusetts Institute of
Technology Press.
Early Identification of Special Literacy Needs Using Computerised Cognitive Profiling
Chris. Singleton - Hull, England
This paper will describe the development of CoPS Cognitive Profiling battery of tests, and its use as a screening system for the early identification of children at risk of literacy difficulties. CoPS is a computerised assessment system that comprises 9 different tests of basic cognitive abilities, including phonological awareness, auditory discrimination, visual memory and auditory-verbal memory. The tests in CoPS were selected from 27 different tests that were developed and validated through a longitudinal study of 421 children, from age 5 through 8 years. Correlations between the computer tests administered at age 5 and reading ability at age 8 ranged from 0.39 to 0.56. Phonic skills at age 8 also correlated significantly with some of the computer measures (maximum r = 0.73 for auditory discrimination) Those tests which gave the most satisfactory statistical prediction of later reading and spelling skills were retained in the final CoPS battery of tests.
Stepwise multiple regression analyses confirmed the relative importance of the CoPS test of phonological awareness and auditory-verbal memory taken at age 5 as, in combination, a superior predictor of reading ability at age 8 than verbal intelligence. Discriminant function analyses were used to determine the false negative and false positive identification rates of prediction of later success or failure in reading at age 8 from the CoPS test scores. These finding will be discussed in relation to (a) the early identification of special needs / literacy and (b) the potential of computer-based cognitive profiling for facilitating differentiated teaching in special education.
Reference
Singleton, C., Thomas, K. and Horne, J. (in press)
Computer-based cognitive assessment and the development of reading. Journal of
Research in Reading, 23, (2) June 2000.
Short-term Withdrawal Intervention for Dyslexic Pupils May Be Justified by Wider Curriculum Access in the Longer Term
Voice Recognition Software and Dyslexia
Peter J. Hill and Hilary Burns - Worcester England
Context
The value of Information Technology (IT) as a tool
for supporting the studies of undergraduates affected by dyslexia is widely
acknowledged (National Working Party on Dyslexia in Higher Education, 1999).
One recent innovation, Voice Recognition (VR) software is attracting
considerable attention. University College Worcester has been conducting
research into the effectiveness of VR as an aid to study. This paper presents
an overview of the ongoing UCW project.
Aims
Method
The study is qualitative. It is an ethnographic
action-research based on a quasi-emancipatory paradigm. Data are drawn from
case-studies and descriptive statistics.
Population and Sample
The population is undergraduate
students with dyslexia at UCW in receipt of Disabled Students Awards during the
academic year 1999-2000 (N = 56). The sample is a convenience one drawn from
the defined population (N = 6).
Results
Initial descriptive statistics based on case-study
evidence suggest that VR software has the potential to be of considerable
benefit to students in developing autonomy, facilitating more effective study
skills, and encouraging affective development.
Conclusions
The rapid development, ease of use, and increasing popularity of the software mean that higher education institutions will soon need to revise their practices in respect of support for dyslexic students in both their studies and their examinations.
References
Department for Education and Employment
(DfEE)(1998) The Learning Age and Higher Education in the 21st. Century.
Response to the Dearing Report. London: Department for Education and
Employment. National Working Party on Dyslexia in Higher Education
(NWPDHE)(1999) Dyslexia in Higher Education: policy, provision and practice.
Chair: C. Singleton, Department of Psychology, University of Hull. Hull:
University of Hull.
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