Details

Title

In search of effective remediation for students with developmental dyslexia – a review of contemporary English literature

Journal title

Polish Psychological Bulletin

Yearbook

2016

Numer

No 3

Authors

Divisions of PAS

Nauki Humanistyczne i Społeczne

Publisher

Committee for Psychological Science PAS

Date

2016

Identifier

DOI: 10.1515/ppb-2016-0033

Source

Polish Psychological Bulletin; 2016; No 3

References

Snowling (2012), Interventions for children s language and literacy diffi culties of Language, International Journal Communication Disorders, 47, 27, doi.org/10.1111/j.1460-6984.2011.00081.x ; Hulme (2013), Learning to Read : What We Know and What We Need to Understand Better, Child Development Perspectives, 7, 1, doi.org/10.1111/cdep.12005 ; 10 (1993), The ICD - Classification of Mental and Behavioural Disorders Diagnostic Criteria for research, World Health Organization. ; Bogdanowicz (1985), Badania nad częstością występowania dysleksji , dysortografi i i dysgrafi i wśród polskich dzieci Research on the prevalence of dyslexia , dysgraphia and dysorthography among Polish children Zeszyty Naukowe Wydziału Humanistycznego, Psychologia, 7, 143. ; Stanovich (1986), Matthew effects in reading : Some consequences of individual differences in the acquisition of literacy, Reading Research Quarterly, 22, 360, doi.org/10.1598/RRQ.21.4.1 ; Bishop (2013), Research Emanuel Miller Memorial Lecture - Neuroscientific studies of intervention for language impairment in children : interpretive and methodological problems, Review Journal of Child Psychology and Psychiatry, 54, 2012, doi.org/10.1111/jcpp.12034 ; Breznitz (2013), Enhanced Reading by training with imposed timeconstraint in typical and dyslexic adults, Nature Communications, 4, 1, doi.org/10.1038/ncomms2488 ; Strong (2011), A systematic meta - analytic review of evidence for the effectiveness of the Fast ForWord language intervention program, Journal of Child Psychology and Psychiatry, 52, 224, doi.org/10.1111/j.1469-7610.2010.02329.x ; Brien (2011), Orthographic processing efficiency in developmental dyslexia : an investigation of age and treatment factors at the sublexical level, Annals of Dyslexia, 61, 111, doi.org/10.1007/s11881-010-0050-9 ; Melby (2012), Phonological Skills and Their Role in Learning to Read : A Meta - Analytic Review, Psychological Bulletin, 138, 322, doi.org/10.1037/a0026744 ; Wolf (1999), The double - deficit hypothesis for the developmental dyslexia, Journal of Educational Psychology, 91, 415, doi.org/10.1037/0022-0663.91.3.415 ; Alexander (2004), Current Status of Treatments for Dyslexia : Critical review, Journal of Child Neurology, 19, 744. ; Bull (2009), Survey of complementary and alternative therapies used by children with specific learning difficulties dyslexia ) of Language, International Journal Communication Disorders, 44, 224, doi.org/10.1080/13682820802015643 ; Horowitz (2014), Reading improvement in English - and Hebrew - speaking children with reading difficulties after reading acceleration training, Annals of Dyslexia, 64, 183, doi.org/10.1007/s11881-014-0093-4 ; Niedo (2013), Computerized silent reading rate and strategy instruction for fourth graders at risk in silent reading rate, Learning Disability Quarterly, 37, 100, doi.org/10.1177/0731948713507263 ; Duff (2011), Practitioner : Reading disorders : what are the effective interventions and how should they be implemented and evaluated, Review Journal of Child Psychology and Psychiatry, 52, 3, doi.org/10.1111/j.1469-7610.2010.02310 ; Tressoldi (2012), Treatment of Dyslexia in a Regular Orthography : Efficacy and Efficiency ( Cost - Effectiveness ) Comparison Between Home vs Clinic - Based Treatments Europe s, Journal of Psychology, 8, 375, doi.org/10.5964/ejop.v8i3.442 ; Griffiths (2013), Reviewing evidence - based practice for pupils with dyslexia and literacy Difficulties in, Journal of Research Reading, 36, 96, doi.org/10.1111/j.G1R46IF7F-9IT8H17S.2a0n1d1S.0T1U4A95R.T ; Snowling (2011), Evidence - based interventions for reading and language diffi culties : Creating a virtuous circle, British Journal of Educational Psychology, 81, 1, doi.org/10.1111/j.2044-8279.2010.02014.x ; Calhoon (2010), Reorganizing the instructional reading components : could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities response to treatment, Annals of Dyslexia, 60, 57, doi.org/10.1007/s11881-009-0033-x ; LaBerge (1974), Toward a theory of automatic information processing in reading, Cognitive Psychology, 6, 293, doi.org/10.1016/0010-0285(74)90015-2

Aims and scope

Polish Psychological Bulletin (founded in 1970) is an official journal of Polish Academy of Sciences, Committee for Psychological Science.The journal publish a variety of papers, including empirical reports of experiments, surveys and field studies, theoretical articles, controversies and analytic papers on important psychological topics. Relevance for an international readership is our prominent goal, Polish Psychological Bulletin does not publish clinical case studies, or technical articles. Submissions from all domains of psychology are encouraged, especially those that address new developments and pursue innovative approaches.

Periodically, the journal will announce a call for papers for special issues. The journal will also entertain unsolicited proposals for special issues that fit the stated scope of the Polish Psychiological Bulletin (please contact the journal’s Editor-in-Chief with a detailed description of your proposal).

All published research articles in this journal have undergone rigorous review, based on initial editor screening and anonymous evaluation of content and merit by independent expert reviewers.

For information on specific requirements, please see the Author Guidelines.

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Peer Review and Ethics

Polish Psychological Bulletin is committed to peer-review integrity and upholding the highest standards of review.
Once your paper has been assessed for suitability by the editor, it will then be double blind peer reviewed by independent, anonymous authorities in the field.
Our guidance on publishing ethics is in accrdance with the COPE standards (see: https://publicationethics.org).
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