Relevant bibliographies by topics / Dyslexia - historically

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Dyslexia - historically'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Dyslexia - historically"

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Remundini, Elerson Cestaro, and Vera Helena Gomes Wielewicki. "OS MULTILETRAMENTOS COMO ALTERNATIVA NO ENSINO DE LÍNGUA ESTRANGEIRA PARA DISLÉXICOS | MULTILITERACY AS AN ALTERNATIVE FOR TEACHING DYSLEXIC STUDENTS A FOREIGN LANGUAGE." Estudos Linguísticos e Literários, no. 57 (March 19, 2017): 120. http://dx.doi.org/10.9771/ell.v0i57.24731.

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<p>O presente artigo consiste num painel teórico a fim de discutir se o sistema escolar vigente, alicerçado na alfabetização, é capaz de oferecer a alunos disléxicos o suporte necessário para seu progresso acadêmico, devido às suas limitações neurobiológicas. Aqui, em especial, temos como foco o aprendizado de língua estrangeira. Com base nas contribuições teóricas de Cope & Kalantzis (2009), Rojo (2009), Lemke (2010) e outros, verificou-se que uma alternativa promissora consiste na prática dos multiletramentos, que abrangem outras semioses além da escrita. Nesse sentido, são apr
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Habib, Michel. "The Neurological Basis of Developmental Dyslexia and Related Disorders: A Reappraisal of the Temporal Hypothesis, Twenty Years on." Brain Sciences 11, no. 6 (2021): 708. http://dx.doi.org/10.3390/brainsci11060708.

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In a now-classic article published a couple of decades ago (Brain, 2000; 123: 2373–2399), I proposed an “extended temporal processing deficit hypothesis of dyslexia”, suggesting that a deficit in temporal processing could explain not only language-related peculiarities usually noticed in dyslexic children, but also a wider range of symptoms related to impaired processing of time in general. In the present review paper, I will revisit this “historical” hypothesis both in the light of a new clinical perspective, including the central yet poorly explained notion of comorbidity, and also taking a
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Richardson, Sylvia O. "Historical Perspectives on Dyslexia." Journal of Learning Disabilities 25, no. 1 (1992): 40–47. http://dx.doi.org/10.1177/002221949202500107.

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Adlof, Suzanne M., and Tiffany P. Hogan. "Understanding Dyslexia in the Context of Developmental Language Disorders." Language, Speech, and Hearing Services in Schools 49, no. 4 (2018): 762–73. http://dx.doi.org/10.1044/2018_lshss-dyslc-18-0049.

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Purpose The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on the phonological skills of children with dyslexia, we bring attention to broader language skills. Method We conducted a focused literature review on the language basis of dyslexia from historical and theoretical perspectives with a special emphasis on the relation between dyslexia and DLD and on the development of broader language skills (e.g., vocabulary, syntax, and discourse) before and after the identification of d
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Kirby, Philip, Kate Nation, Margaret Snowling, and William Whyte. "The Problem of Dyslexia: historical perspectives." Oxford Review of Education 46, no. 4 (2020): 409–13. http://dx.doi.org/10.1080/03054985.2020.1770020.

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Kuerten, Anna Belavina, Mailce Borges Mota, and Katrien Segaert. "Developmental dyslexia: a condensed review of literature." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (2019): 249–70. http://dx.doi.org/10.5007/2175-8026.2019v72n3p249.

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In this article we provide a condensed review of literature on developmental dyslexia. Starting with the historical background to this language-based reading disorder, we discuss four key components that are crucial for a valid and operational definition of developmental dyslexia. We then present the major theoretical explanations of developmental dyslexia in order to gain a better understanding of the causes of this reading disorder. These causal explanations are addressed in the context of Morton and Frith’s (1995) model. Four major theories of developmental dyslexia are discussed: the phono
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Kirby, Philip. "Dyslexia debated, then and now: a historical perspective on the dyslexia debate." Oxford Review of Education 46, no. 4 (2020): 472–86. http://dx.doi.org/10.1080/03054985.2020.1747418.

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Camargo, Carlos Henrique Ferreira, and Hélio Afonso Ghizoni Teive. "Searching for neurological diseases in the Julio-Claudian dynasty of the Roman Empire." Arquivos de Neuro-Psiquiatria 76, no. 1 (2018): 53–57. http://dx.doi.org/10.1590/0004-282x20170174.

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ABSTRACT The gens Julia was one of the oldest families in ancient Rome, whose members reached the highest positions of power. They made history because Julius Caesar, perpetual dictator, great-uncle of the first emperor, Augustus, passed his name on to the Julio-Claudian dynasty with the emperors Tiberius, Caligula, Claudius and Nero. Descriptions of the diseases of these emperors and some of his family members may indicate diagnoses such as epilepsy, dystonia, dementia, encephalitis, neurosyphilis, peripheral neuropathies, dyslexia, migraine and sleep disorders. In the historical context of a
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Kistler, Jordan. "A POEM WITHOUT AN AUTHOR." Victorian Literature and Culture 44, no. 4 (2016): 875–86. http://dx.doi.org/10.1017/s1060150316000255.

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These lines begin an “Ode” which has permeated culture throughout the last hundred years. In 1912, Edward Elgar set it to music, as did Hungarian composer Zoltán Kodály in 1964, to commemorate the 700th anniversary of Merton College, Oxford. In 1971, Gene Wilder spoke the opening lines as Willy Wonka in the film Willy Wonka & the Chocolate Factory. The words appear as epigraphs in an eclectic range of novels, including science fiction (Raymond E. Feist's Rage of a Demon King), fantasy (Elizabeth Haydon's The Assassin King), and historical fiction (E. V. Thompson's The Music Makers). They a
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Coudry, Maria Irma Hadler. "Neurolinguística Discursiva: afasia como tradução(Discursive Neurolinguistics: aphasia as translation)." Estudos da Língua(gem) 6, no. 2 (2008): 7. http://dx.doi.org/10.22481/el.v6i2.1065.

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Este artigo apresenta parte do trajeto histórico da Neurolingüística Discursiva, retomando conceitos e práticas que articulam discurso com atividade constitutiva, cérebro com linguagem/trabalho. Os dados de linguagem produzidos em meio à visão discursiva e à reflexão acerca da afasia possibilitam por em destaque processos de significação que se interpõem na impossibilidade de dizer por meio de arranjos que selecionam e combinam palavras, o que faz fluir o discurso. Os dados mostram que sujeitos afásicos não dispõem, como antes, dos recursos expressivos para significar, mas experimentam na inte
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Dissertations / Theses on the topic "Dyslexia - historically"

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Blakkisrud, Sara. "Läs-och skrivsvårigheter/dyslexi : -nu och förr." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-683.

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<p>Abstract</p><p>The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support.</p><p>The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In
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Anastasiou, Elena. "Enacting inclusion for students with dyslexia : using cultural historical activity theory to explore teachers' beliefs and classroom practices in Cyprus and north west England." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/enacting-inclusion-for-students-with-dyslexia-using-cultural-historical-activity-theory-to-explore-teachers-beliefs-and-classroom-practices-in-cyprus-and-north-west-england(8cde6d89-74fa-41c1-a038-11885315d082).html.

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The current study is focussed on teachers' beliefs in inclusion and dyslexia and how these are linked to their professional practice when working with dyslexic learners in their primary classrooms in two cultural contexts; in Cyprus and in North West England. The study is guided by the theoretical framework of Cultural Historical Activity Theory (CHAT) which was used as the descriptive and analytical tool to explore teachers' personal interpretations and inclusive practice. A qualitative research design is used and includes semi-structured interviews, classroom observations and follow-up discu
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Books on the topic "Dyslexia - historically"

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Raymer, Anastasia M., and Leslie J. Gonzalez Rothi, eds. The Oxford Handbook of Aphasia and Language Disorders. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.001.0001.

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The language and communication impairments that individuals experience following damage to the cerebral cortex vary widely, depending on the extent of involvement and location in the left or right hemisphere. Historically, numerous aphasia syndromes have been described, typically following left hemisphere damage, each with unique characteristics. Other subtle aspects of communication are disrupted in right hemisphere disorders as well. Clinicians who work with individuals with communication disorders recognize patterns of symptoms, administer appropriate assessments, and develop interventions
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Book chapters on the topic "Dyslexia - historically"

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Tønnessen, Finn Egil, and Per Henning Uppstad. "Historical Introduction – Beginning and Continuation of Dyslexia Research." In Can We Read Letters? SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-956-2_1.

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Dynner, Glenn. "David Assaf." In Polin: Studies in Polish Jewry Volume 14. Liverpool University Press, 2001. http://dx.doi.org/10.3828/liverpool/9781874774693.003.0032.

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This chapter analyses David Assaf's The Regal Way: The Life and Times of R. Israel of Ruzhin. Here, Assaf draws upon an astonishing array of sources, several of which were hitherto unknown or neglected, and provides the first critical historical account of the life of the hasidic leader Israel of Ruzhin (1796–1850) and his court. R. Israel, dyslexic and uneducated, assumed hasidic leadership at the age of 16 on the strength of his personality and distinguished yikhus. R. Israel's accession on the strength of yikhus — prestige derived through the scholarly, mystical, or economic achievements of one's forebears and living family members — at so young an age and with so few scholarly qualifications marked, according to Assaf, the triumph of the principle of hereditary succession in Ukrainian hasidism. Throughout his description, Assaf attempts to navigate between the cynical denunciations of R. Israel's ostentatious lifestyle by contemporary maskilim (enlightened reformers) and the rationalizations of R. Israel and his followers.
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You might also be interested in the extended bibliographies on the topic 'Dyslexia - historically' for particular source types:
Journal articles
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