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Dyslexia

Chapter

Abstract

The perennial puzzle of a child who reads poorly despite normal intellect and absence of diseases beyond chicken pox and the common cold still defies solution. Dyslexic children have been described, diagnosed, characterized, labeled, classified, and reclassified by educators, pediatricians, neurologists, social scientists, psychologists, educational psychologists, social psychologists, school psychologists, testing psychologists, clinical psychologists, psychiatric psychologists, and finally, neuropsychologists. The unique ways in which these individuals perform are well-documented, yet the problem persists. The most serious consequence of this diversity is the multitude of treatments, remedial training, behavior modification, and medications that are developed to deal with these individuals. Successes have been claimed for all, yet newer techniques are continually being developed and marketed as the process is perpetuated. One gets the impression that virtually every method effects an improvement, yet none works well (or well enough). Thus, more research is deemed necessary, producing even more techniques in a seemingly unending and costly spiral.

Keywords

Left Hemisphere Digit Span Reading Disability Disable Child Learn Disability 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Plenum Press, New York 1984

Authors and Affiliations

  1. 1.Department of PsychiatryUniversity of Pittsburgh School of MedicinePittsburghUSA

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