Table of Contents

Preface
PART I: UNDERSTANDING READING DIFFICULTIES
Good and Poor Readers
From Nursery Rhymes to Phonological Coding
Stages of Reading Development
Explaining Reading by Intelligence
Reading and Comprehension
Spelling and Writing
PART II: REMEDIATION OF READING AND LEARNING DIFFICULTIES
Theory and Practice
COGENT Program: Getting Ready to Read
A Taste of COGENT: Program Modules
COGENT Works: Early Evidence
How Does Reading Readiness Work? A Taste of COGENT
PREP: A Remediation Program Based on PASS
A Taste of PREP in Words and Pictures
Case Histories
PART III: THE NEXT STEPS
The Way Forward
Integration of Contemporary Views on Reading
Epilogue: New Horizons in Understanding Reading
Bibliography

About the Author

J.P. Das is an Indo-Canadian psychologist and an internationally recognized expert in Intelligence. Among his major contributions to psychology is the PASS (Planning, Attention, Simultaneous, and Successive) theory of intelligence. He is currently engaged in expanding planning to include executive functions. What might be the implications of these higher mental activities for education as well as management behavior is the topic of this book.

Professor Das is an Emeritus Director of the Centre on Developmental & Learning Disabilities (named after him) at the University of Alberta, Edmonton, Canada, and Emeritus Professor in Educational Psychology. He has authored and co-authored over a dozen of books and contributed more than 300 research papers to international journals and edited volumes. His earlier published titles with SAGE include Cognitive Planning: The Psychological Basis of Intelligent Behaviour (1996, co-authored with Binod C. Kar and Rauno K. Parrila); The Working Mind (1998); Reading Difficulties and Dyslexia: An Interpretation for Teachers (2009); and Consciousness Quest: East Meets West (2014).

 

Reviews

This is a useful overview and introduction to this approach to addressing dyslexia and other associated learning difficulties in other areas such as maths . Case histories are included to support the efficacy of these methods...An interesting book for those wishing to reflect on their current understanding and practice relating to dyslexia and its remediation' - Mary Mountstephen Reading Difficulties and Dyslexia: An Interpretation for Teachers is a "ready reckoner" that gives the teacher/ /t/guardian a condensed and selective source of current knowledge. The author interprets the topic in terms of PASS (Planning-Attention-Simultaneous-Successive) processes, which are the four main processes of knowing and thinking that replace the traditional views of IQ and redefine intelligence. For the school psychologist, this book is an interpretation that gives pre-eminence to the PASS theory of cognitive processes. PASS theory is used to explain "unexplained reading disability"-reading problems that are not explained by a traditional IQ assessment. The book answers questions such as-What is dyslexia? How do reading difficulties develop? How do I deal with dyslexia? Is there a valid remedial procedure that I can use? The author, using the PASS theory and assessment, answers the question: What do I do following the cognitive assessment of children with reading difficulties? The answer is important for guiding remediation and also for understanding the nature of the specific reading problem known as dyslexia. The book provides a selective review of existing knowledge. Notes complement the contents of a chapter-sometimes presenting a lively discussion of competing views and controversies and, at other times, pointing out recent advances and unresolved issues.