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ERIC Number: ED020083
Record Type: RIE
Publication Date: 1968-Apr-27
Pages: 20
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
DYSLEXIA--IS THERE SUCH A THING.
BOTEL, MORTON
THE THEORY OF DEVELOPMENTAL DYSLEXIA IS CONTRASTED WITH THE THEORY OF DEVELOPMENTAL IMMATURITY TO EXPLAIN EXTREME READING RETARDATION. DYSLEXIA IS DEFINED AS AN ORGANICALLY BASED READING DISABILITY WHICH IS DETERMINED INDIRECTLY SINCE NO ANATOMIC LESION, CHROMOSOME, OR GENE HAS YET BEEN FOUND RESPONSIBLE. DYSLEXIA IS USUALLY DEDUCED FROM (1) GENETIC FINDINGS (FREQUENCY OF OCCURRENCE WITHIN FAMILIES, GREATER INCIDENCE AMONG BOYS), (2) BY A PROCESS OF ELIMINATING OTHER POSSIBLE CAUSES, (3) BY THE IDENTIFICATION OF SOFT NEUROLOGICAL SIGNS, AND (4) BY THE EFFECTIVENESS OF SPECIAL METHODS OF INSTRUCTION. THE THEORY OF DEVELOPMENTAL IMMATURITY IS BASED ON FOUR INTERRELATED ASPECTS OF INDIVIDUAL DIFFERENCES-- NORMALITY, VARIABILITY, COVARIABILITY, AND VELOCITY. IN THIS VIEW, READING RETARDATION IS EXPLAINED AS AN ACCUMULATION OF SPECIFIC DIFICITS IN TRAIT PERFORMANCE. THE ABSENCE OF A COMPREHENSIVE, INDIVIDUALIZED INSTRUCTIONAL PROGRAM IS CONSIDERED BASIC IN ACCOUNTING FOR READING RETARDATION. IT IS NOTED THAT SUFFICIENT EVIDENCE IS NOT AVAILABLE TO ENABLE US TO ACCEPT OR REJECT EITHER THEORY. FIFTEEN REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (BOSTON, APRIL 24-27, 1968). (RJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A