A Longitudinal Study of Dyslexia

1. Front Matter

   Pages i-viii

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Purposes and Design of the Study; Organization of the Book

      • H.-J. Gjessing

      Pages 3-7

   3. Description of Earlier Reports on the Bergen Project

      • H.-J. Gjessing

      Pages 8-14

   4. Methodological Issues in Dyslexia Research

      • H.-J. Gjessing

      Pages 15-27

3. School Learning Disabilities

   1. Front Matter

      Pages 29-29

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   2. School Achievement

      • R. Solheim

      Pages 31-35

   3. Socioemotional Characteristics

      • R. Solheim

      Pages 36-58

   4. Cognitive and Achievement Characteristics

      • H.-J. Gjessing, H. D. Nygaard

      Pages 59-66

4. Theoretical and Clinical Foundation of This Study of Dyslexia

   1. Front Matter

      Pages 67-67

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   2. Overview of Research on Reading and Dyslexia

      • H.-J. Gjessing, B. Karlsen

      Pages 69-85

   3. Dyslexia Models and Theories

      • H.-J. Gjessing, B. Karlsen

      Pages 86-105

   4. Function Analysis of Literacy Behavior

      • H.-J. Gjessing

      Pages 106-126

5. Results of the Study of Dyslexia and Dyslexia Types

   1. Front Matter

      Pages 127-127

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   2. Descriptive Analysis of the Entire Dyslexia Group

      • H.-J. Gjessing, H. D. Nygaard

      Pages 129-152

   3. Multivariate Analyses of Clinical and Statistical Groupings

      • H.-J. Gjessing, H. D. Nygaard

      Pages 153-191

   4. Eye Examinations

      • H. Aasved

      Pages 192-209

   5. Neurological Examinations

      • P. E. Waaler, K. Helland-Hansen, H. Miljeteig, O. Opshaug, J. L. Larsen, H. Bruland et al.

      Pages 210-226

   6. Growth and Efficacy Data: Results of the Total Experimental Program

      • H.-J. Gjessing, H. D. Nygaard

      Pages 227-275

6. The Bergen Project’s Contribution to Research and Its Applied Educational and Clinical Value

   1. Front Matter

      Pages 277-277

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Psychological and educational researchers in the Scandinavian countries have cooperated in a research effort relating to children's learning disabilities for more than a decade. Support has come from the federal governments and other funding agencies in Norway, Sweden, and Denmark through the Secretariat for Scan­ dinavian Cultural Cooperation. A number of independent studies have already been published, dealing with various aspects oflearning disabilities in the literacy skills of reading and writing. The largest and most comprehensive study was the Bergen Project, a longitudi­ nal study of an entire cohort of children, with special emphasis on those who developed specific learning disabilities in reading and writing (dyslexia). These dyslexic children were studied, diagnosed, and treated over a period of nine years, along with various control and comparison groups, which included a large subgroup with general learning disabilities (retarded). The Bergen Project involved the collection of voluminous data. The children were identified by means of special diagnostic tests and treated using remedial materials and techniques that had been developed to deal with various types of dyslexia. The ophthalmology team not only tested the children, but they also prescribed and provided glasses, and even performed surgery when necessary. The pediatric neurologists did general pediatric and neurological examinations, following up many of the cases with EEGs and CT (computerized tomography, brain x-rays).

• diagnosis
• dyslexia
• learning

• Department of Educational Psychology, University of Bergen, Bergen, Norway

  Hans-Jörgen Gjessing

• Sonoma State University, Rohnert Park, USA

  Bjorn Karlsen

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