By H.N. Levinson
Dyslexia was once first defined by way of English physicians, Kerr and Morgan, in 1896. apparently, the structural cortical speculation at first proposed by means of Morgan remains to be held in broad esteem, albeit in a little transformed types. regardless of eighty years of escalating examine efforts and piles of correspond ing records, there maintains to exist a difficult diagnostic-therapeutic clinical void and riddle during which dyslexics can neither be scientifically amazing from different gradual freshmen nor medically taken care of; 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 All of my preliminary makes an attempt at re-exploring the secure outdated (cortical, psychogenic, etc.) dyslexic paths and ideas led nowhere. whatever new was once wanted. teenagers and adults have been pain. Educators and oldsters have been bewildered. solutions have been wanted. the govt. guy dated equivalent schooling for the educational disabled. Clinicians have been ready. And traditionalists remained fixated to the theoretical previous and unaware of the medical dyslexic reality.
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Extra info for A Solution to the Riddle Dyslexia
If indeed ataxia may be determined by either a primary frontal lobe lesion or a primary c-v dysfunction, then might not the symptomatic similarity between the acquired and developmental Gerstmann disorders be due to the analogous existence of a c-v common denominator, despite the fact that the two syndromes have a separate and uniquely distinct primary CNS localization and pathogenesis? Have not Kinsbourne and Warrington "slipped" in a manner analogous to Hermann and overlooked the cerebral versus c-v primary determinants of the directional dysfunction in the acquired versus developmental Gerstmann's syndromes?
Directional Sense Specific disturbances in right/left directional sense and memory were encountered frequently enough in this dyslexic sample to warrant a distinct category. The neurodynamic analysis of the right/left errors suggested the presence of a specific impairment in remembering or knowing where right and left were as spatial directions, while ruling out the existence of a primary linguistic or conceptual disturbance. Dyslexic children knew that right and left were directions. They just didn't know or remember where these directions were.
And as a bonus, in conceptualizing the reading 34 A Solution to the Riddle Dyslexia recogmtiOn process as a summation of separate but interrelated and overlapping ocular-motor and reading comprehension functions, a theoretical basis was provided for specifically explaining Westphall's maneuver, as well as the benefit dyslexic children may occasionally derive from optometric and pedagogic ocular-motor exercises (Pierce, 1977; Halliwell and Solan, 1972; Greenspan, 1975-76). Writing The writing performance of dyslexic individuals most often reflected disturbances in graphomotor and spatial coordination.