Written Language Disorders

1. Front Matter

   Pages i-ix

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2. Developmental Reading and Spelling Disabilities: Are these Dissociable?

   • R. Malatesha Joshi, P. G. Aaron

   Pages 1-24

3. Memory for Spellings in Normal and Dysgraphic Spellers

   • Beverly D. K. Maul, Linnea C. Ehri

   Pages 25-42

4. Morphological Knowledge and Writing Ability

   • Hyla Rubin

   Pages 43-69

5. Modularity: A Perspective from the Analysis of Acquired Dyslexia and Dysgraphia

   • Alfonso Caramazza, Argye E. Hillis

   Pages 71-84

6. On the Interpretation of Across-Patient Variability

   • Gabriele Miceli

   Pages 85-104

7. Pure Alexia

   • Yvan Lebrun, Luc de Vreese

   Pages 105-126

8. Writer’s Cramp

   • Yvan Lebrun, Francoise Devreux, Chantal Leleux

   Pages 127-142

9. Hyperlexia: Definition and Criterion

   • J. Rispens, I. A. van Berckelaer

   Pages 143-163

10. A Psycholinguistic Model of the Bilingual Speller

    • Philip A. Luelsdorff, E. Ann Eyland

    Pages 165-190

11. Back Matter

    Pages 191-197

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Although anecdotal reports of loss of once-acquired reading ability was noticed in the individuals who had sustained brain damage as early as the year AD. 30, systematic enquires of alexia were not undertaken until the latter part of the nineteenth century. The two anatomo-pathological studies carried out by Dejerine in 1891 and 1892 mark the beginning of scholarly investigation of reading failure. Interestingly, the study of de­ velopmental reading disability also began to receive attention at about the same time when Pringle Morgan described the case of a 14-year-old boy who had great difficulty in reading and writing. Since then sporadic reports of developmental reading-writing failure began to appear in medi­ cal and educational journals even though such investigation went on at an unhurried pace. In the past two decades, however, the situation has changed enormously and hundreds of articles that have investigated developmental and acquired cognitive disabilities have been published. Disorders of spoken language and written language are two areas that have been extensively addressed by these articles. Those who study disorders of language come from a wide variety of backgrounds and their reports are also published in a variety of journals. The purpose of the present volume is to bring some important research findings of written language disorders together and present them in a coherent format. In Chapter 1, Joshi and Aaron challenge the validity of the notion of the putative "poor speller but good reader'.

• ETA
• development
• dyslexia
• knowledge
• language
• memory

• Oklahoma State University, USA

  R. Malatesha Joshi

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