A second study of saccadic eye movement in 20 dyslexic and 20 normal children (mean age 8.2 years) in which preprograming and patterning of ocular motor differences between Ss is examined. (PHR)

An ophthalmologist reviews the clinical features of dyslexia, gives guidelines for recognition and referral, discusses controversies regarding the management of learning disorders, and stresses the need for a multidisciplinary approach. Also included are the ophthalmologist's answers to practitioner questions. (Author/DB)

Cognitive neuroscience assumes that measurement of brain electrical activity should relate to cognition. Brain Electrical Activity Mapping (BEAM), a non-invasive technique, is used to record changes in activity from one brain area to another and is 80 to 90 percent successful in classifying subjects as dyslexic or normal. (MT)

The paper presents the case of a sixth-grade boy, labeled dyslexic, who responded positively to a biochemical approach. Remedy of iron, zinc, and Vitamin B-6 deficiencies as well as an imbalance of fatty acids resulted in improvements in hair and skin and also in reading. A biochemical approach to behavior problems is proposed. (Author/CL)

The author discusses the gap between research and practice in developmental dyslexia and describes his own research based on a comprehensive theoretical model incorporating reading skills and the most closely related nonreading skills involved in the reading process. (CL)

Two studies featuring a reaction time paradigm and field linguistics supported the conjecture that dyslexia involves a central anomaly in structural linguistic capacity. (CL)

The father of a young adult with dyslexia describes his son's progress due to educational interventions and offers other parents suggestions for coping with the condition. (CL)

Measures of visual information processing in dyslexic and normal children were compared. Significant differences were found between dyslexics and normals at early stages of visual information processing. (ST)

A joint organizational statement on vision and therapy for learning disabilities and dyslexia is presented by the American Academy of Pediatrics, the American Academy of Ophthalmology and Otolaryngology, and the American Association of Ophthalmology. (CB)

Ten teaching suggestions describe assessment, diagnostic, and remedial techniques for teaching spelling to the dyslexic student. (DB)

Investigates the contributions of visual orthographic (analogy) and phonological processes in mediating nonword reading in children with dyslexia. Finds that children with dyslexia were the least likely to regularize nonword pronunciation and secondly, that all groups displayed an overall preference for words that were phonologically manipulated.…

A learning-disabled adult offers an autobiographical account of his educational, social, and vocational experiences. (Author/DB)

Describes a diagnostic procedure that attempts to relate diagnostic outcomes of reading disabilities to treatment procedures. It is based on the premise that reading contains several components and that weakness in any component can result in a distinct type of reading disability, thus effective treatment needs to deal with the weak component.…

A recent British government report on low literacy largely ignored dyslexia. Any approach to remediating basic skills must recognize the needs of dyslexic adults as well as their strengths: intuitive understanding of how things work, problem solving and troubleshooting abilities, and heightened visualization and creativity. (SK)