Download A Solution to the Riddle Dyslexia by H.N. Levinson PDF

By H.N. Levinson

Dyslexia used to be first defined through English physicians, Kerr and Morgan, in 1896. curiously, the structural cortical speculation firstly proposed by way of Morgan remains to be held in large esteem, albeit in a little converted kinds. regardless of eighty years of escalating learn efforts and piles of correspond­ ing information, there keeps to exist a difficult diagnostic-therapeutic clinical void and riddle within which dyslexics can neither be scientifically amazing from different sluggish freshmen nor medically handled; and patho­ gnomonic scientific indicators stay as elusive as an appropriate neurophysiologic conceptualization. This e-book is the end result of a IS-year-Iong look for an answer to the riddle characterizing dyslexia. All of my preliminary makes an attempt at re-exploring the secure previous (cortical, psychogenic, etc.) dyslexic paths and ideas led nowhere. whatever new was once wanted. little ones and adults have been agony. Educators and oldsters have been bewildered. solutions have been wanted. the govt. guy­ dated equivalent schooling for the training disabled. Clinicians have been ready. And traditionalists remained fixated to the theoretical earlier and unaware of the medical dyslexic reality.

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Extra info for A Solution to the Riddle Dyslexia

Sample text

Orientational and directional dysfunction appeared to scramble the normal reading mechanisms and resulted in a host of "typical" dyslexic reading errors. For example, b was confused with d, p with q, was with saw, and on with no. Words, syllables, letters, and parts of letters were frequently skipped over and omitted, Thus, p might be seen and read as 0 or l, t as i, dog as do, and read as red. At times, letters, syllables, and even words, were inappropriately inserted during the reading process and go might be read as going or gone, and us as bus.

For example, some dyslexics preferred reading or writing with their heads angled to one side and close to the page, despite normal visual acuity. Others preferred reading and writing in reclining positions, suggesting the existence of position-dependent sensory-motor reading and writing mechanisms in dyslexia. Some preferred mirror writing, a symptom suggesting a directional determinant to graphomotor functioning. Mirror writing (and spelling) occurred both with and without graphomotor incoordination-indicating the existence of multiple overlapping mechanisms determining the graphomotor output.

Grammatical details, such as periods, commas, capitals, are carelessly omitted. Spelling errors are frequent. Letters and syllables may be omitted, reversed, fused, or displaced from one word to another-thus resembling the dyslexic reading errors. ) Copying-Printing (more rapid) Fig. 2-4. An 8-year-old dyslexic was instructed to copy, "It was pet day at the fair. The children were waiting for the parade of animals to begin. " Translating the printed form into script was very difficult. It took 10 minutes to translate and copy two sentences.

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