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Dyslexia is a disability that exists in all countries that have high expectations for literacy. The inability to read in spite of normal intellectual potential represents one of the most puzzling educational challenges for literate societies, regardless of the culture or language. This book examines medical, psychological, educational, and sociological data from comprehensive case studies of preteen dyslexic children, in order to profile the disability as it occurs in seventeen different nations. Interviews with the children and their parents reveal how children with dyslexia are identified and treated around the world, and provide a look at various perceptions of dyslexia and its challenges. Researchers and practitioners in education, psychology, and health-related professions will find this case book to be an excellent reference. Parents of children with dyslexia will find the advocacy recommendations helpful.
- Sales Rank: #4943050 in Books
- Published on: 2012-09-07
- Released on: 2012-09-06
- Original language: English
- Dimensions: 9.00" h x .78" w x 6.00" l, 1.00 pounds
- Binding: Paperback
- 346 pages
About the Author
Peggy L. Anderson is Professor of Special Education at the Metropolitan State College of Denver.
Regine Meier-Hedde is a dyslexia therapist in private practice in Hamburg, Germany.
Most helpful customer reviews
3 of 3 people found the following review helpful.
Mandatory Reading for Educators
By Emily Dickinson
I loved this book, which reveals the inside stories of dyslexic students, their families, and teachers in the U.S. and around the world. As a former English teacher, I was humbled by these case studies. My experiences haunted me: realizing how miserably I had failed to meet the needs of students who were (at the time) undiagnosed dyslexics. Worse, even later as a parent of "normal" kids, I was ignorantly resentful of the educational resources and attention devoted to special education, thinking that traditional education suffered because of it.
If, as Kierkegaard says, " you can only understand life backwards, . . . " then this book is one of the cornerstones of my education. It brings forth questions about people I have interacted with my whole life: ie. "could it be that the kid who was spanked daily in my 1950's third grade class was suffering from a learning disability? "
Although some of the technical aspects of the book were over my head, I thoroughly enjoyed the case studies, and particularly all of the details. There was one family I can't get out of my head. They were so devoted to their dyslexic son's education that when they found a school for him that they were impressed with, they rented an apartment and arranged for the mom to stay with the son during the week in one city , so the father could keep his job and stay with the other child in their family home some 90 miles away. Incredible devotion, but here's the detail I keep coming back to. I think the kids were like 8 and 10 years old. The kid who lived with the dad asked his older brother why he went to a different school. And the 10 year old answered, "It's personal."
The strength and courage displayed by these students, their families, and their educators is truly inspirational.
0 of 0 people found the following review helpful.
An important new dimension to research in dyslexia - with a nod to an older one
By Mr. J. J. Bald
This book seeks to restore the systematic case study approach to dyslexia, the beginnings of which the authors trace to Grace Fernald, whose Remedial Techniques in Basic School Subjects (McGraw-Hill, 1943) was the pioneering text on multisensory teaching, and has been misrepresented and neglected to the point that it was not even considered as part of the recent English review of dyslexia. Fernald's work was recommended to me by the late Dr Margaret Peters of Cambridge University, and remains an inspiration. I have two copies, one from my review of the book in 1981 for the Times Educational Supplement, and one I rescued from the skip at Cambridge Education Department's library. Old texts, a librarian explained, were being weeded, and Dr Peters had died. You might find a copy on Bookfinder.com, but don't buy the reprint, which does not have the case studies.
The 18 case studies here come from virtually every developed country in the world, except, for some reason, the UK and are chosen by the "single criterion of dyslexia diagnosis as verified by the researcher from that particular country." The studies are more limited than Fernald's, as they are based on interviews with parents and children and do not go into detail on teaching techniques - in so many languages, this would have taken a whole series of books. They demonstrate that, irrespective of the writing system used, there are people the world over who, in spite of sound intelligence, struggle with reading for no visible reason, and identify a common strand in the experience of children with dyslexia, who are often made to feel that those who could help have instead turned their backs on them. Children's and parents' voices come through strongly.
Most have to wait a long time for their difficulties to be recognised and treated, but there are good as well as bad points in individual systems. Felix in France is assessed orally and not in writing. This reflects a long tradition of oral assessment in France, which is not a soft option. Hassan in Egypt is learning English, Arabic and French at the same time. His mother reads to him for 28 hours a week to help him study, and he has extra oral explanation from teachers at breaktimes. All of the pupils have problems with homework, which is much heavier in most countries than in the UK.
There are some familiar themes - João from Brazil has recurring bouts of ear infections. Most of the children have parents or relatives with similar problems. They tend to work slowly, and are punished for it - Felix is not allowed out to play, and Christian in Germany is called stupid in front of his faster classmates, who are praised. Anxiety is universal - Christian - If I mess up first grade, I will mess up my whole life - also depression. Christian's slowness reflects Uta Frith's finding of the effects of dyslexia in Austrian pupils - they could read, as the language is very regular, but excruciatingly slowly. Christian's salvation also strikes a chord - his former clinical therapist explains to the school board that he was participating in a international study, in which his lack of progress would be reported. Lo and behold, an immediate and comprehensive individualised remedial programme.
Insights abound. Hassan understands better than Frank Smith and Kenneth Goodman that words matter - ...if I was trying to read I wound up skipping over a hard word and nothing made sense after that. And a study by Mousa, 2006 shows children learning Arabic and English experiencing more difficulties than children just learning Arabic.
I don't pretend to have read all 18 studies yet, let alone the copious references to research and teaching techniques. A pity that Fernald's own work is not described in more detail, but this is still a book I will return to with pleasure and interest, despite it hefty price tag.
0 of 0 people found the following review helpful.
A superb and most-needed addition to the current body of Dislexia knowledge
By matt
It seemed, before this study, that there was a gap in the field of Dislexia knowledge. Whereas we had a great deal of literature about the psychological and mental causes, implications, ramifications, etc. we were missing case studies. Or where, we had case studies, we were missing any real depth--only given anecdotes and one-off incidences.
Now it seems the authors have combined the best of both approaches with the added depth of an international perspective. This text is informative, educational, and at times entertaining as the authors give a nod to the idiosyncrasies and interpersonal quirks that make anecdotes interesting.
Well written, well thought out, and well executed--truly an asset to the field.
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