Dyslexia and Hyperlexia: Diagnosis and Management of by P. G. Aaron

By P. G. Aaron

Even notwithstanding I were learning interpreting difficulties in kids for a couple of years as a method of realizing cognitive techniques, I grew to become deeply devoted to the learn of developmental dyslexia after my stumble upon with S. H. , a dyslexic university scholar. till then, dyslexia to me remained an enticing phenomenon yet a little bit faraway from the mainstream of my learn pursuits. The evidence that, regardless of his more advantageous IQ, S. H. may perhaps learn no larger than a toddler within the 5th grade and misspelled even universal phrases similar to used to be and right here, even if, took me suddenly and made me get pleasure from the interesting and tough nature of developmental dyslexia. This ended in a sequence of experiences of faculty scholars with interpreting incapacity, a bunch that's really unexplored. the final plan of those investigations used to be to check a small variety of disabled readers at any given time, quite intensively. even if this process limits the generalizability of the examine findings, it lays naked the most attention-grabbing evidence approximately dyslexia that are obscured in large-scale statistical experiences. those reports have now prolonged good over a decade and are nonetheless carrying on with. once those experiences have been all started, it turned visible that now not all reading-disabled students are alike and that disabled readers can be categorized into 3 vast different types: people with bad decod­ ing ability, people with terrible comprehension skill, and people with a mix of those deficits.

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Additional resources for Dyslexia and Hyperlexia: Diagnosis and Management of Developmental Reading Disabilities

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Contributors to this symposium (deHirsch, Rawson, Campbell, Tien, McNeil and Cooney) used terms such as isolated proficiency, poor in learning, their disadvantages, problem, poorly developed intelligence, and learning problem, when they referred to hyperlexia and hyperlexic children. Hyperlexia, therefore, came to be viewed as an educational liability rather than an asset. 3. Emergence of the Concept of Hyperlexia Most of the research articles that have appeared since 1971 have treated hyperlexia as a form of reading disability.

The term alexia previously used to refer to such neurological problems was abandoned because a total loss of reading ability is almost never observed. In contrast to earlier neurological studies which were interested in brain localization and possible etiologies, the cognitive neuropsychological approach focuses on the linguistic features of reading. The qualifying terms deep and sUrface reflect the influence of modem psycholinguistics on this kind of research. Those who study reading disorders from the cognitive neuropsychological orientation tend to use lists of isolated words which the patients are required to read.

1971). It is also known that when a word is presented, not all the letters of the word are relayed as a single unit but the morpheme (root word) and its suffix are segmented and processed as separate units. Taft (1985) used a lexicon decision task to investigate this phenomenon. , rain or rane) is visually presented and the subject is asked to indicate whether the string is a word or a nonword. In order to avoid confounding factors associated with pronunciation, a manual response such as pushing a "yes" button or a "no" button is required.

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