Spotty performance on IQ tests.
Achievement high in some areas, low in others. This may be illustrated by the
WISC: Dyslexia There is a poor performance on digit span, arithmetic, coding
and picture arrangement subtests when compared to vocabulary subtest.
Below Mental age on tests of draw a person. Employing
a Goodenough-Harris scoring procedure for DAM it is found that for: Dyslexia
There is a ten to 20 point difference between WISC full scale IQ and DAM
IQ. Qualitatively the drawings are
lacking in detail.
Poor performance on visual-motor Gestalt tests
for age and indicated intelligence. If the Berea Gestalt
Test I employed, for example, it is found that fro: Dyslexia An error score
of 9 to 15 is diagnostic. There are frequent error scores of rotation, failure
in internal detail and distortion. ADD An error score of 16 or more is
diagnostic. There are frequent error scores of rotation, failure in internal
detail, distortion, destruction, addition and reduction of sides and angles.
Poor performance on group tests that require
reading and writing. Dyslexia scores are frequently higher in
arithmetic and comprehension than on those that require specific language
skills. ADD There is temporary inefficiency or poor performance in all areas.
Impaired temporal orientation. Dyslexia
There is a marked difficulty in estimating temporal intervals. ADD There is
temporary inefficiency or impairment in estimating temporal intervals.
Impaired right-left discrimination. The
Right-Left Discrimination Test developed by Shedd and Drake (1961) indicates
that when error scores are greater than 19 there is an indication of specific
learning disability (dyslexia and attention deficit disorder).
Poor spatial orientation. Dyslexia
There is poor utilization of allocated space. ADD there is poor utilization
of allocated space with frequent overlapping and edgings.
Field dependent perception. Dyslexia
There is a characteristic response to total field
characteristics-figure-ground. ADD There is temporary inefficiency in
focusing on the figure.
Frequent perceptual reversals in reading and
writing numbers beyond age and instructional level. These
are characteristic of both dyslexia and attention deficit disorder.
Impaired reproduction of rhythmic pattern. Dyslexia
There is a marked disability. Attention Deficit Disorder There is a
temporary inefficiency.
Impaired reproduction of tonal pattern. Dyslexia
there is a marked disability. Attention Deficit Disorder _ there is a
temporary inefficiency.
Impaired auditory discrimination. Dyslexia
there is a marked disability. ADD There is a temporary inefficiency.
Speech irregularities. Dyslexia
There is a frequent; mild irregularity marked by slurring, repetitions,
hesitation and incomplete sentences. ADD There is a marked difficulty
expressed as articulatory and motor difficulties, monotony, delayed speech
development, grammatical difficulties, vowel stop problems.
Impaired coordination. Dyslexia
There is a non-specific motor awkwardness. ADD There are marked gross motor
problems.
Impaired fine motor skills. Dyslexia
There is a periodic loss of fine motor skills. ADD There is a marked
chronic reduction of fine motor skills.
Reading disabilities. Dyslexia
There is a primary problem of decoding with comprehension difficulties
arising only as a consequence of lack of vocabulary development. ADD There
are primary problems of decoding and comprehension.
Spelling difficulties.
Dyslexia There is a marked reduction of spelling ability. ADD There is a
temporary inefficiency. When there has been systematic instruction, this may be
the most adequate skill.
Writing disabilities. Dyslexia
There is a mild dysgraphia. ADD There is marked dysgraphia.
Variability in performance. This
is marked in both, but more erratic in ADD.
Poor ability to organize work. This
is marked in both, but more erratic in ADD.
Slowness in finishing work. This
is marked in both, but more erratic in ADD.
Short attention span for age. This
is marked in both, but more erratic in ADD.
Impaired concentration ability. This marked in both, but more erratic in ADD. Hyperactivity of the dyslexic is task related and induced by the dyslexic while it is stimulus with the ADD.
All
of these characteristics must be present, or there must be evidence that they
were present prior to remediation, before a diagnosis of dyslexia can be
given. The existence of the characteristics in contiguity is terribly important,
for some of the characteristics relate to other diagnostic entities and may
even be present in a normal person. If
a generalization were made relative to the common characteristics of all these
discrepancies, it would appear that there is a lack of organizational facility.
Definition of Dyslexia
Specific
Development Dyslexia: A disorder manifested by difficulty in learning to read
despite conventional instruction, adequate intelligence, and sociocultural
opportunity. It is dependent upon fundamental cognitive disabilities, which are
frequently of constitutional origin. A disorder in children, who despite
conventional classroom experience, fail to attain the language skills of
reading, writing, and spelling commensurate with their intellectual abilities.
World Federation of Neurology Research
Group on developmental Dyslexia and World
Illiteracy
The
inability to deal with language despite conventional instruction, adequate
intelligence, and sociocultural opportunity. It is a cognitive dysfunction
frequently hereditary in nature.
Charles L. Shedd, Ph. D.
Dyslexia
is not a disease; therefore there is no cure. However, because it is a
dysfunction of the perceptual processes of the brain, a dyslexic person can be
remediated thought educational means using highly structured teaching methods
and material, a multisensory approach, and on-to-one instruction.
The
causes of dyslexia are still being researched. The most recent studies seem to
show that it may be a chemical imbalance of genetic origin. One study seemed to
indicate an abnormality in the cell arrangements of the brain. Existing
evidence indicates that it is hereditary. The probability of dyslexia has been
traced through several generations of many families.
Glossary of Terms
1.
Autodidactic
self correcting, built in way of checking
2.
Cognitive function thought process activity
3.
Conceptualize
to understand or learn an idea; to imagine the meaning of
4.
Cycle of work
finding and getting work, completing the activity, returning work to its
place.
5.
Hierarchical
an arrangement or organization of materials or objects according to
difficulty, grade, order, age and ability appropriateness or classification
6.
High risk-
strong possibility for learning disabilities to include dyslexia, hyper
kinesis, ADD, ADHD, hearing, visually or any impairment
7.
Kinisthesis
use of large muscle movement to send messages to the brain (or release or
unlock information from the brain)
8.
Mastery so
well known that an individual is able to give an immediate response
9.
Multi-sensory
using as many senses as possible to teach the desired information (sight,
sound, tactation, kinisthesis and speech)
10.
Perception
how the outside world gets inside the head, medically, the interpretation by
the brain of the stimuli sent to it by the peripheral nerves [sight, sound,
touch, smell (olfactory), taste (gustatory)]
11.
Peripheral nerves nerves in the outer parts of the body or in the region where they
end
12.
Proponent
one who or that which proposes or supports
13.
Rote teaching
repetition using a lot of review and distributive practice
14.
Tactation
use of touch to send messages to the brain
15.
Validation
written proof of praiseworthy effort or result (what you write or draw seems
most appreciated)
Language Definitions
1.
The ALPHABET is a group of 26 letters that start with A and stop with
Z.
2.
A GROUP is 2 or more.
3.
QUIET means
no noise.
4.
PERSEVERANCE
means you try, try again until you get the job done.
5.
SAFETY means
being careful so you dont get hurt.
6.
VOICED means
your vocal cords are being used.
7.
A VOWEL is an open mouth, voiced sound.
8.
A CONSONANT is a blocked air sound that may be voiced or unvoiced.
9.
UNVOICED
means your vocal cords are not being used.
10.
A WORD FAMILY is a group of letter that always begins with a vowel.
We make words from word families.
11.
A BEGINNING SOUND is the first sound you hear or say in a word.
Examples of True Sounds of Alphabet