Ingvar Lundberg—an internationally renowned psychologist who studied the psychology and pedagogy of reading and writing, learning disabilities such as dyslexia and dyscalculia, and problems in language development—died 23 April 2012. He was 77 years old.
Born in Stockholm 30 September 1934, Professor Lundberg began his academic career after teaching elementary school in the 1950s. He completed undergraduate and graduate training in the 1960s at the University of Stockholm and then began his academic career in the department of psychology at Umeå University in 1967. In 1995, he moved to Göteborg University and held dual appointments at Åbo Akademi, Finland, and Bergen University, Norway, during his tenure there. At the time of his death, he was Professor Emeritus in Psychology, University of Gothenburg, Sweden.
Although Professor Lundberg’s research ranged across many areas of psychology, we remember him here especially for his work on learning disabilities. He was a long-time member of the International Academy of Research in Learning Disability and the Society for Scientific Studies in Reading. As a perusal of the accompanying selected list of publications will show, he contributed a lot to our understanding of reading processes and problems.
Jacobson, C., & Lundberg, I. (2000). Early prediction of individual growth in reading. Reading and Writing, 13, 273-296.
Lundberg, I. & Nilsson, L.G. (1986). What church examination records can tell us about the inheritance of reading disability. Annals of Dyslexia, 36, 217-236.
Lundberg, I. (1988). Preschool prevention of reading failures: Does training in phonological awareness work? In R. L. Masland & M. W. Masland (Eds.), Preschool prevention of reading failure (pp. 163-176). Parkton, MD: York Press.
Lundberg, I., & Höien, T. (1989). Phonemic deficits: A core symptom of developmental dyslexia? The Irish Journal of Psychology, 10, 579-592.
Lundberg, I., & Höien, T. (1990). Patterns of information processing skills and word recognition strategies in developmental dyslexia. Scandinavian Journal of Educational Research, 34, 231-240.
Lundberg, I. (1994). Reading difficulties can be predicted and prevented: A Scandinavian perspective on phonological awareness and reading. In C. Hulme & M. Snowling (Eds.), Reading development and dyslexia (pp. 180-199). Philadelphia: Whurr.
Lundberg, I. (1998). Why is learning to read a hard task for some children? Scandinavian Journal of Psychology, 39, 155-157.
Lundberg, I. (2006). Working memory and reading disability. In L.-G. Nilsson & N. Ohta (Eds.), Memory and society: Psychological perspectives (pp. 198-214). New York: Psychology Press.
Olofsson, Å. & Lundberg, I. (1983). Can phonemic awareness skills be trained in kindergarten? Scandinavian Journal of Psychology, 24, 34-44.
Sphere: Related Content
Update: NJ gov. signs law creating dyslexia task force.
As reported earlier on LD Blog under the headline “New Jersey task force on reading disabilities created, seventh-grader Samantha Ravelli, of Ocean City (NJ, US), is having effects on public policy. The Associated Press reported 17 January 2010 that the law she lobbied her legislators to pass has been signed by the Governor of New Jersey.
Now that this panel is law, let’s hope the folks who become members of the panel will take the sensible step of drawing from evidence-based practices in making recommendations for reading instruction in New Jersey. Read the Associated Press story, “ N.J. measure will benefit reading-disabled students.”
Sphere: Related Content