About Dyslexia & Reading Problems

2010 ◽  
Keyword(s):  
Reading Problems

“National Programme on Support and Development of Reading: Problems and Trends”. Second All-Russian Conference

2009 ◽  
pp. 17-20
Author(s):  
Article Editorial
Keyword(s):  
Reading Problems ◽  
National Program ◽  
National Programme ◽  
Implementation Steps ◽  
Russian Conference

The article contains information about the Second All-Russia Conference, speeches of participants and implementation steps of the National Program on Support and Development of Reading.

2. Early prediction of reading problems

1973 ◽  
Vol 23 (1) ◽  
pp. 78-89 ◽  
Author(s):  
Jeannette Jefferson Jansky
Keyword(s):  
Early Prediction ◽  
Reading Problems

Reading problems related to teaching

Literacy ◽  
1985 ◽  
Vol 19 (1) ◽  
pp. 20-23
Author(s):  
Frederick G. Braun
Keyword(s):  
Reading Problems

The Application of the Boder Test of Reading-Spelling Patterns To the Assessment of Learning Disabilities in French Immersion Poor Readers

1988 ◽  
Vol 4 (1) ◽  
pp. 61-70
Author(s):  
Corrinne A. Wiss ◽  
Wendy Burnett
Keyword(s):  
Learning Disabilities ◽  
Assessment Tool ◽  
French Immersion ◽  
Poor Readers ◽  
Reading Problems ◽  
Good Readers ◽  
Spelling Errors ◽  
Assessment Of Learning ◽  
Good And Poor Readers

The Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982) is a widely used method for screening and defining reading problems at the level of the word. In order to apply this method in another language, in this case French, criteria for determining what constitutes a good phonetic equivalent for a misspelled word are required. It is essential to know which errors differentiate good and poor readers since errors that are commonly made by good readers are not diagnostic. This paper reports guidelines which have been developed by analyzing spelling errors in a sample of good and poor French immersion readers. These criteria for good phonetic equivalents can be applied, along with the method outlined in the Boder test manual, and used as an assessment tool for screening decoding and encoding problems in French immersion children. When used in conjunction with the English test, the assessment provides bilingual comparisons and guidelines for remedial programming.

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