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The complexities of dyslexia, a learning disorder that affects the ability to read and decipher written words. It discusses the importance of recognizing symptoms beyond a simple delay in reading ability, the role of teaching methods, and the ongoing debate among researchers and educators about the most effective approaches. The text also touches upon the neurological aspects of dyslexia and the need for individualized remediation.
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AUTHOR
Evanagh,James - -Yen mhien,Grace
DevelopmentalDyslexiaandRelatedReading
Disorders.
RationalInst.ofChildHealthandHumanDeveormnt
(HIE),Bethesda,Md.IluaanLearningandEehavior
AVAILABLEFROM National.InstituteofChildHealthandAman
(Singlecopyfree)
DESCRIP,TORS
ABSTRACT.
mE-$0.83EC-$3.50-Plusrostagel
CognitiveDevelopment; 31Dyslexim: 'Etiology;
LearningDiSabilities;LowAchieveme---tfactors;
*ReadingDifficulty; ReaditgPrccesse Remedial-
Reading;*reachingMethods'
The8-chapterbookie givesanoverviewofwhatis
knownandwhatremainstobekmownaout elopmentaldyslexia.
Chapter1definesthescopeofreadingproblemsingeneral,while
chapter2definesdyslexia-"childrenbhchavedifficultylearningtto
read,fornoapparentreason",. Chapter4outlinesthencrralreading
process.Possiklecausesfordyslexia,includingeducational,
biological,andpsychologicalfactors,arediscussedinchapter5.
Developmental,corrective,'andremedialteachingmethodsare
explainedinchapter6.Chapters7and8dealwithprognosis and
neededresearchrespectively. (PHR)
. Reproductions supplied by EDES are the bez
from the original accume
that can be made
U DEPARTMENTOFHEALTiL
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EDUCATIONPOSITIONORP9LICY
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National
hni
BioldPicalCause
27
a.Visuoperceptivedeficit ...
27
b.Retardedlanguage-development
.t.,t 29
c.Impairedintersensory
integration 32
Impairedniemury
.... 33
e.Sequentialperceptiondeficit
34
Impaireddirectionalsense
34
2.DevelopmentalJag
36
3.Neurologledfattors
a.4.'crebralIlonninaricetheory
41
b.Minimalbraindysfunctiontheory
43
4.Geneticfactors
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'
56
4
ofChildfilthand
7
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dysle
Theiiic
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t
s,I
16-'21are'functionallyilliterate,with.virtuallynoprospects
ofobtaininggoOdjobs..Arecentptuyin4ti
'cityshowedthat75%ofjuvenile_off
yearsbel-iindinreading;
convictedofcriminal,
offenges.
whocannotleasn'toreactwillbecometornorrovv:s
criminal,
situation:
achievernent
quenceofreading;problemslessenor
eliminateopportuni-
substantialroadblocktotheattainmentofrealpotential.
Formany,.-schoolchildrenwhostrugglewithreading
problems,thecauseoftheproblemcanlbeidentifiedandan
effectiveremedialcoursedesigned_Manyknowncauses
of
and
of
Defining
Dyslexia
use
. mg
t
in
cause
onepiece
no
appareint
Anotherproblem idle broadscopeofthetermdys-
lexia,,SineeitreferstoallreaangprOblemsofanundeter-
'minednature,it isunlikelythatthereisjustonecause;and
vonetype.ofdyslexia.AnexaminationofthesyMploMs-of
dyslexiashowererrorsinawiderangeofskills,fromidenti-
ficationofsimplecombinationsof-letterstocomprehension
andretentionofmaterialthathasbeenread.Asthecauses,.
-----of-dyslexia.,are.-identifiedtheywillprobablybeeliminated.
fromthecategoryofdyslexiaandterriiedspeciffureading-----
diWders Inthisway_, thetermdyslexiashould-become
increasinglynarrowinscopeuntiltherewon'tbeaneedfor
thetermbecauseallcausesofreadingdisorderswillhave
beenidentified.
Butuntilweknowthe-howandwhyofdyslexia,
edu-cators:won'tbesurethattheyarefocusingtheirefforts
intherightfareaorthattheyaren'twastingtheirtimeona
theorythat n' alid.
lvedinlearningRreadEnglish
knowledgeofthelanguage
itytorecognizeanddiscb§lOa
ters
oriel!
wordsandsentences
totztl
woial,theletterscontafnedinthemord, itic.fthe
soundsrepresentedtiytheletters
knowled4ofortheTgraphicrulesthat6.t&ides'
thatgovernthesound:symboleorrc.-.!spendeneeof
lettersandwords
recognitionthatwrittenwordsawrepresentations
ofspoken.words
abilitytoreasonandtothinkzthotitwhatis read.
Achildwhocan,respondtoprintedlettersmechan
withoutcomprehendingwhathabeenscannedha
masteredwhatreading is allabout. Ite;.iding isrnore
thanjustidentifyingwordsandpronouncingthemcorreetly.
Afewyoungchildrenhaveamazedreadingexperts with
theirability toflawlesslyreadaloud passages
containin¥
complexwordstheymayneverhaveseenbefore.Burtthese
children,ealledhypedexics,havenoideaof hemeaning(->f
n
Although
riding
i
tenceAvoid
. 4111.iimismoy.NILmy..Ms.% :71....1,1i.M.L...M....1......
hasedon311arbitraryfigureisreally
notatruecomparison
;(,
Sonoresearchershave
proposedusing
asreadingagedividedbymentalage,io
assessreadingahil
cotstagesofJeveloptnent.
Becauseadvancedreadingabilities
arcbasedonthe
dyslexicchildren
arelikelytoexhihitdifferentsymptomsatvariousstagesof
justbeginningtolearntoread,usuallyhis
troublerecogniz,
ing
nia
havernasteredthislevelofJeveloproent,
hardtocomprehend
orrememberwhatwasread,Anolder
childretardedat
aswellasunderstandingwhatisread
SandNam,v1D
major-re
searchersinthe
omission oradditionofentirewords.Ortonalsostudiedthe
unusutillyhighnumberofdyslexics\kilo. wereleft handvd or
anhideMrous,
andleft!Thisresearchformedthebasisofthe
theorythat a
arkie ofdyslexia.
7%f
:andeiepreference(forexample,,
a'dominant,rightpewith
nervoussysteni
problems,rrauifestedbyawkvardness:and
othermotor di
orders.Experts
arere
or
aremerelyincidental
athoroughin
of
ti cdnscientious
speechandlian-
re,
toddlers
handicappedbydelaNCIangnge
havebeenpredictedwith
t
on.
Parentsandteachersshottid,therefore,
encouragespeech
andlanguageacquisition
Oneofthemostsignificant
aspectsofdyslexiaisthat
dispiiro;hascocooraged[il
lievethat(tyslexia
comesfrornostudiesof.parentsandsiblingsofliplekicetd.
a
of
reatngdi.sonlers,
PossibleCauses
ofDyslexia
robidblymoor
in
.
logical,
,EducauerialCAWS
terious:'graphic slf