Foop is still floop: A six year follow-up of phonological dyslexia and dysgraphia

A six year follow-up of a previously documented case of developmental phonological dyslexia, is reported. Overal reading and spelling levels have risen significantly, but the qualitative nature of the performance has remained unchanged: impaired non-word reading; morphological and visuo-semantic paralexias; and function word substitutions in text. Rhyming skills also remain impaired. A higher proportion of errors are paralexias and within these a higher proportion are visuo-semantic or morphological. The error pattern of phonological dylexia is thus more pronounced than before. In spelling, only a minority of errors are phonologically plausible. There is no evidence of the mastery of the alphabetic stage of reading or the alphabetic stage of spelling. It is argued that A.H. is reading orthographically not logographically and that current reading models, which require passage through an alphabetic stage before attaining an orthographic stage, do not adequately account for individual variation in the acquisition of literacy skills.This work was supported by a research award from the Wolfson Foundation. Requests for reprints should be addressed to Dr. Christine Temple, The Neuropsychology Unit, Radcliffe Infirmary, Woodstock Road, Oxford OX2 6HE, United Kingdom.     

User Behaviour in Relation to Electronic Information Services within the UK Higher Education Academic Community

The User Behaviour Monitoring and Evaluation Framework has been established to investigate and profile the use of electronic information services (EIS) within higher education in the UK. Electronic information services are defined as: collections of information tools/products delivered to requesting users electronically, and usually computer mediated. This encompasses media of all types. This article discusses aspects of the methodology of the Framework, and preliminary findings from the first annual cycle of the Framework. Findings are based on interactions with 1500 users, including academic staff, library and information services staff, and students. Executed through three strands, the framework methodology uses an array of quantitative and qualitative approaches to lend a variety of insights into user behaviour with electronic information services, factors that encourage the use of electronic information services, and those that act as barriers to the effective integration of electronic information services into the learning experience.