© 1989

A Longitudinal Study of Dyslexia

Bergen’s Multivariate Study of Children’s Learning Disabilities


Table of contents

  1. Front Matter
    Pages i-viii
  2. Introduction

  3. School Learning Disabilities

    1. Front Matter
      Pages 29-29
    2. R. Solheim
      Pages 31-35
    3. R. Solheim
      Pages 36-58
    4. 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
    2. H.-J. Gjessing, B. Karlsen
      Pages 69-85
    3. H.-J. Gjessing, B. Karlsen
      Pages 86-105
    4. H.-J. Gjessing
      Pages 106-126
  5. Results of the Study of Dyslexia and Dyslexia Types

    1. Front Matter
      Pages 127-127
    2. H.-J. Gjessing, H. D. Nygaard
      Pages 129-152
    3. H.-J. Gjessing, H. D. Nygaard
      Pages 153-191
    4. H. Aasved
      Pages 192-209
    5. P. E. Waaler, K. Helland-Hansen, H. Miljeteig, O. Opshaug, J. L. Larsen, H. Bruland et al.
      Pages 210-226
    6. 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

About this book


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

Authors and affiliations

  1. 1.Department of Educational PsychologyUniversity of BergenBergenNorway
  2. 2.Sonoma State UniversityRohnert ParkUSA

Bibliographic information