Download Understanding Dyslexia: Recognition, Symptoms, and Teaching Approaches and more Exams Cognitive Development in PDF only on Docsity!
II
AUTHOR
TITLE
EC
Evanagh,James - -Yen mhien,Grace
DevelopmentalDyslexiaandRelatedReading
Disorders.
INSTITUTION
RationalInst.ofChildHealthandHumanDeveormnt
(HIE),Bethesda,Md.IluaanLearningandEehavior
Branch.
REPORTNO MEN-NIB-78-
PCBDATE 78
NOTE 61p.
AVAILABLEFROM National.InstituteofChildHealthandAman
Development,(CHEW/NIB),fethesda,Maryland
(Singlecopyfree)
EDRSPRICE
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
COUCATIONLWELFARE
.NATIONALASTITLITEOF
EOU6TIOW
Tai DO(LINENTHOREEN!"REFRO,
'DUCEDEXA11C6A4RECEIVEDFRON
TtET'ERSONOOR6ANIZATIONORIN,
AY:IN5IT POINTSQFVIEWOR°PINIONS
STATE .00NOTNECF4ARILYREPRE.
5ENTOFFICIAL#A7IONALINSTJTurrOF
EDUCATIONPOSITIONORP9LICY
Ef.S.
Departmentofii61i11,rEducatiqn
1 and.Welfare..
PublicHealthService
National
IkitutesofHealth
PreparedbyJaneFKavanagh,PhD!,
Chief
GraceYen4ornshian,Ph*D.
hni
Le4ning.atidBehaviorBranch
NatinpalitistititeofChildHealth
and1unapDeelopont
NationallastitutesofHeilth
Bethesda14d.
BioldPicalCause
27
LDeviantbehavior
a.Visuoperceptivedeficit ...
27
b.Retardedlanguage-development
.t.,t 29
c.Impairedintersensory
integration 32
Impairedniemury
.... 33
e.Sequentialperceptiondeficit
34
f.
Impaireddirectionalsense
34
2.DevelopmentalJag
36
3.Neurologledfattors
a.4.'crebralIlonninaricetheory
41
b.Minimalbraindysfunctiontheory
43
4.Geneticfactors
46
VI.TEACHINGMETHODS.
VII.PROGNOSIS
'
VIII.RESEARCHNEEDS
56
4
life,Nationaliiisti
ofChildfilthand
Human
Development(IIIcHD)is
icated,t6theprinciplethat
1116eatplias'es'of,t.klifecyde
ottlixception'al,opportuni-
tiesforpren-titirig-Oisordelijettnapiket,indivklual,s
at
.0 ti
theirlive-:
7
suchcondition/which
!may .roots
inlift
utshowsup(Iiingtheschool
yearsandthrough
aOlthoOdisthereOngdisorder,iievelopniterital
dysle
Theiiic
h i
cresearchaimed-atirnpro
diagin6isanq.opierapy.forchildren
whosufferfrom
!learningdisaVility,whichaffectsmillions
ofAmerica
s,
Throughftiiarnen
research,welive
togainabetter
/
urilerstipidingofthenormalreadingprocessandidentify,
factor
Michpeeniothevilise
natalOildrenfromlearn.
in
roilThisknowledge
'payhelpus.detectandprevent
exiabeforeproblems'develop,
Thisbookletis.
anoverviewoflithatis
nownand
whatrennin
stobelearnedaboWdyslexia:It
is-writtenfor
peoplewhirhaveOne.bacgiollnd
inthe
oldsofreading
aidreadicg:disorOef,andwho:
workwithreadifig-inipaired:
childrenSuchpeople..includeleering
disability'specialists
elementalschoolreadingteachers;
andguidance
counse
lots!Parents,pediatricians,
andotherswho'have
asp'ecial
interestinrea(itgdisorder
.1-14alsohiditinformatiyeto
readthisreviewofcurrent
nowledges
aboutdyslexia.
4 awnKretchrtier,
PhD,
()reword
V
4'
71'e
'IA
I r
111"
4
14
t
s,I
16-'21are'functionallyilliterate,with.virtuallynoprospects
ofobtaininggoOdjobs..Arecentptuyin4ti
ajorEastern
'cityshowedthat75%ofjuvenile_off
tiersar twoormore
yearsbel-iindinreading;
portionofpoorreadersamongad
convictedofcriminal,
offenges.
Thesestatisticsdon'tmeanthattoday'sschoolchild
whocannotleasn'toreactwillbecometornorrovv:s
criminal,
buttheydopointoutthesZriouinessofthe
situation:
Withouttheabilitytoread,most
individualsarejustnot
prepared.tocompetesuccessfully-in
acomplex-society.
Yearsofpoorscholastis
achievernent
alwaysaconsy-
quenceofreading;problemslessenor
eliminateopportuni-
-tiesinlaterlife,At
thaveryleast,readingproblemsforma
substantialroadblocktotheattainmentofrealpotential.
Formany,.-schoolchildrenwhostrugglewithreading
problems,thecauseoftheproblemcanlbeidentifiedandan
effectiveremedialcoursedesigned_Manyknowncauses
of
readingproblemshavebeenidentifiedbyresearchers
and
educators,andeffectiveprogramsdesignedtocounteract
theproblems.Someofthemorewidelyacceptedcauses
of
readingproblemsarevisionandhearingimpairments,poor
speechandlanguagedevelopment,*poor'generalhealth,
immaturity,alaginreadinesstolearntoread,emotional
maladjustment,poorhomeenvironment,andevenpoor
Defining
Dyslexia
-Oneofthebasicproblemsassociatedwithdyslexiais
use
oftheterm:Earlyresearchersinvestigatingthedisorder
beganto use
"dyslexia,'','word
blindness"andother
wordsto'describe
roan:different
conditionsrelatedto read
. mg
disordersiSomeusedthetermverybroadly,while
t
ersusedastrictor
narr9ivdeOnitioniBecauseofthe.co,nfu.
siOn,manyinvestigatdri.even:reftised.toacknowledgethe
existenceoftherierm;theycoinednewphrases.,andrived
--bfoaderlertslike"reading,disorders"torefertodyslexic
conditions:
Progressinreadingresearchsuffered-tremendously
fromthisconfusio.Vastamountsofdatawere
collected
whichprovedtobe'oflittlealseinadvancingtheknowledge
of'dyexia..Differingtestingmethods,experimental.proce
.durecontrolgroups,andresearch`objectives.were.dne
in
., largeparttodifferentinterpretationsofdysloia,Andhe-
cause
theearly
research.varied sogreatly,
muchcif itwas
incomparable;
onepiece
ofevidencecouldnotbeusedasa
steppirigstoneforfurtherreseara
Asmoreknowledgeaccumulated,thetermdyslexia
,begantotakeonamorespecificdefinition,Todiy.edticatol's
generallyagreethatthereisAbroadrangeofreadingprob
lemsamongschoolchildrenfor.whichspecificcauseshave
been,ideptified,Butthereretrain
a srua4rgroupofchit-
(Jun:whohav(difficuli
learningtoread:,for
no
appareint
reason:Thesechildrenare
calleddyslexic:
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
ability to tilheretobeleft-right
oriel!
wordsandsentences
,ability torecoRniza:theprintedwot
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
n
thewordstheyarereading;The
pronoulcethem,buttheydon'tu
the
candecode
printataveryad
the
havenotmasteredtheskills
ion-Alteultimateaiminreading,
eanrecognizethemand
derstandthei
Although
madlevelf(rtheirage,
volvedinunprehen-
AnoOerImportantfactorin
riding
i
-Whenlisteningorreading,individuals[ism
lyr
essenceofwhatvas
saidorwritten,hu
tenceAvoid
IqrvordiTypicak,kid
mand,repeatvertatirnthelastfeww(
ittheearlier.message
hasalreadylice
reissuedinil'araithrase,Thus
a(rhildwho
andsentenceshitcan'tremember
havegreatdifficultyreading.
memory.
mepherthe
theexactseri-.
Is can,onde=
spokenorread,
absorbedandis
candecodevords
,),/as decodedwill
. 4111.iimismoy.NILmy..Ms.% :71....1,1i.M.L...M....1......
hasedon311arbitraryfigureisreally
notatruecomparison
;(,
Sonoresearchershave
proposedusing
aratio,such
asreadingagedividedbymentalage,io
assessreadingahil
ity!The
useofsucharatiowouldhemoreaccurateand
helpfulincortiparingthereakigdelayofchildrenatdiffer
cotstagesofJeveloptnent.
Becauseadvancedreadingabilities
arcbasedonthe
acquisition,ofmoreelementarythities,
dyslexicchildren
arelikelytoexhihitdifferentsymptomsatvariousstagesof
development.Forexample,the
iourtgerdyslexic,wliois
justbeginningtolearntoread,usuallyhis
troublerecogniz,
ing
ordecodingvordsandsimplephrases.Tileolderchild
nia
havernasteredthislevelofJeveloproent,
butIndsit
hardtocomprehend
orrememberwhatwasread,Anolder
childretardedat
amoreelementarylevelcanstillhavedt
billydecodingNods
aswellasunderstandingwhatisread
SandNam,v1D
oneofthe first
major-re
searchersinthe
areaofdyslexia,identifiedthedyslexicer
rorswhicharemostwidelyknovutoday.These4rrorsin-
cludereversalsinreading(bfordajid
tarfurrat)andthe
omission oradditionofentirewords.Ortonalsostudiedthe
unusutillyhighnumberofdyslexics\kilo. wereleft handvd or
anhideMrous,
orhadtroubledifferentiatingbetweenright
andleft!Thisresearchformedthebasisofthe
theorythat a
neurologicaldysfunction
rniahtbe
arkie ofdyslexia.
7%f
cotiepttialorabstractthitting,,()difiereieiiihandedriess
:andeiepreference(forexample,,
a'dominant,rightpewith
aleft-haudprderence),and((i)general
nervoussysteni
problems,rrauifestedbyawkvardness:and
othermotor di
orders.Experts
notinnifthesecharacteristics
arere
latedtodexiathroughdirect
UNOrindirect.cause,
or
aremerelyincidental
'0it 1,
athoroughin
of
theseabnorniilities,and
ti cdnscientious
atterripttokeep
Inckolthen
inderresearchelicit,couldhelpwave'
thenisieryofdyslexia,
Theinportinceofvell-developa
speechandlian-
pageahiliticsinlearningtoreadhiskenemphasized
re,
pentedlybyresearchersandeducators.
Infact,
toddlers
handicappedbydelaNCIangnge
havebeenpredictedwith
guazingaccoricy
t
rtcourterreadingproblemlater
on.
Parentsandteachersshottid,therefore,
encouragespeech
andlanguageacquisition
4y0110gClilliferi,
Oneofthemostsignificant
aspectsofdyslexiaisthat
itacct
sfro
beetosixtines
moreboysthangirtThis
dispiiro;hascocooraged[il
tro$of[owEchaswhohe
lievethat(tyslexia
stihepassedfrdrnparentiochildtnuiT
likehairand
eyecolor,Additionafsupportforthisheld
comesfrornostudiesof.parentsandsiblingsofliplekicetd.
ken,whichhavefool
a
remarkiblefar61y history
of
reatngdi.sonlers,
PossibleCauses
ofDyslexia
Whenresearchers,cliniciansandreadingauthorities
rstbeganseirchitigforthecauseofdyslexia,theylooLed
for
one
factorastheexcinsivesourceofther'oblem,liow
mostexpertsagreethatanu.mberoffactors
robidblymoor
in
combinationtoproducethedisorder,althoughsonicree
searcbersstillemphasizeonefactorastheiprimarycause,
Althoughimpressiveevidencehasbeenmassedre
.
liltingdyslexiatospecktheories,behaviors,andneurology
ischaracteristics,dyslexiaremainsamystery,Onlyafter
nubmoreeximinientationandresearchwillthedyslexic,
puzzlebesolved,
Pasiblecausesofdyslexiamaybegroupedinto
threebroadcategories:educational,psychologicalandbio-
logical,
,EducauerialCAWS
Inadequateteachingmethods
Achild'sprimarytaskinlearningtoreadistolink
words as heor
heknows.theffi(spokenwqrh)withnys-
terious:'graphic slf
Olds!Alargegroupofepe(lsbelieves
thatthesourceofdyslexialiesintheinethodsusedtoteach
childrenhowtotranslateprintedwordsintorecognizable
sounds,
