Early Identification and Interventions for Dyslexia: A Contemporary View

Autor/in	Snowling, Margaret J.
Titel	Early Identification and Interventions for Dyslexia: A Contemporary View
Quelle	In: Journal of Research in Special Educational Needs, 13 (2013) 1, S.7-14 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2012.01262.x
Schlagwörter	Dyslexia; Identification; Definitions; Reading Comprehension; Early Intervention; Teacher Attitudes; Evaluation Methods; At Risk Students; Guides; Classification; Learning Disabilities; Foreign Countries; Validity; Screening Tests; Rating Scales; United Kingdom + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Identifikation; Identifizierung; Begriffsbestimmung; Leseverstehen; Lehrerverhalten; Handbuch; Leitfaden; Classification system; Klassifikation; Klassifikationssystem; Learning handicap; Lernbehinderung; Ausland; Gültigkeit; Screening-Verfahren; Rating-Skala; Großbritannien
Abstract	This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment. We then discuss methods for early identification and review evidence that teacher assessments and ratings may be valid screening tools. Finally, we argue that interventions should be theoretically motivated and evidence based. We conclude that early identification of children at risk of dyslexia followed by the implementation of intervention is a realistic aim for practitioners and policy-makers. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10