University of Saskatchewan, Saskatoon, Saskatchewan.
Ann Dyslexia. 1991 Jan;41(1):23-40. doi: 10.1007/BF02648076.
There are three parts to this paper. First, I review briefly the signposts from research, theory, and application in developmental dyslexia in the 1960s and the 1970s that have led us from there to here, and show the pitfalls to avoid. Second, I discuss some of the pertinent issues of the 1980s: the role of intelligence in the diagnosis of children with specific reading disabilities, the distribution of reading difficulties and disabilities, and the important place of verbal efficiency. Third, I project to the 1990s to emphasize the challenge of the computer technology as mediated learning and the challenge of "bounded rationality" and "collective rationality" in education. Throughout this survey, the paramount role of knowledgeable and caring teachers is implicit.
本文分为三个部分。首先，我简要回顾了 20 世纪 60 年代和 70 年代发展性阅读障碍研究、理论和应用方面的标志，这些标志引导我们走到了今天，并展示了需要避免的陷阱。其次，我讨论了 20 世纪 80 年代的一些相关问题：智力在诊断具有特定阅读障碍的儿童中的作用、阅读困难和障碍的分布，以及言语效率的重要性。第三，我展望了 20 世纪 90 年代，强调了计算机技术作为中介学习的挑战，以及教育中“有限理性”和“集体理性”的挑战。在整个调查过程中，知识渊博和有爱心的教师的首要作用是隐含的。
