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Traumatic Experiences and Dyslexia


Edited By Evelin Witruk and Dian Sari Utami

The main topics of the book are traumatic experiences, stress processing and dyslexia with some new perspectives on this old phenomenon. The authors of the book articles are from Indonesia, Sri Lanka, Morocco, Sudan, Iran, Spain, Syria, Portugal, and Germany. The interdisciplinary character of this book is represented in contributions of scientists from different areas of psychology, special education, and linguistics.

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Dyslexia – Does It Still Exist?


Abstract: This contribution will give an overview of methods of assessment and intervention of dyslexia that focus on children. By the multilevel model, the methods of assessment and intervention could be ordered. On this way we find out new, alternative methods for assessment and intervention, and discuss these together.

Keywords: dyslexia, assessment, intervention methods, alternative new methods

1 Introduction

This contribution aims to find out an answer to the question about dyslexia, whether it still exists. My contribution will show examples of our dyslexia research from the last twenty years, and I am feeling very good to be supported by experts from the whole world.

The traditional approaches are related to theoretical hypotheses about a supposed deficit and try to measure and assess this with the aim to reduce or eliminate the deficit. The alternative new methods try to find out and measure the resources or strengths of a dyslexic individual and use these as a basis of intervention or prevention.

The different prevalence rates of dyslexia in the world varied from 1% in Scandinavian countries; 2% around the region of Beijing, Greece, and Spain; 3–5% in Germany; 8–10% in United Kingdom, United States of America, Morocco and Hong Kong; and leads to the question of the cultural or language impact on the development of dyslexia in a specific language or cultural environment.

Table 1. Multilevel model with assessment and intervention methods

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