Research is reviewed concerning the current state of knowledge about normal hemispheric specialization; distinctions among such terms as dominance, laterality, and lateralization; and models of abnormal cerebral organization in dyslexic children. The question of dyslexic subtypes is undertaken along such dimensions as handedness, eyedness, and…

The article examines the neurological basis for hyperactivity/distraction and dyslexia. Overlapping symptoms are listed, nutritional and organic basis for hyperkinesis considered, and visual and motoric factors in dyslexia discussed. (CL)

Among the findings of the study of 141 dyslexic, reading retarded, and normal reading children was that the classic pathognomic signs of dyslexia (such as letter reversals and rotations) were reliably associated with poor reading but not specifically with diagnosed dyslexia. (Author/DLS)

Administers a psychoeducational battery to 37 adults with a 3-generation history of dyslexia and personal history of reading/spelling problems. States that, although males were not overrepresented in the sample, they exhibited a more severe reading impairment profile than females. Discusses severity of dyslexia as a possible mechanism of the…

States that based on a study of reading skills of 56 developmental dyslexics, A. Castles and M. Coltheart have proposed that there are at least two varieties of childhood dyslexia--impairment of lexical reading and in the operation of the sublexical procedure. Takes issue with their proposal on theoretical grounds. Argues that their study's…

States that studies report spelling errors of dyslexics are similar to those of younger children but not deviant or unusual. Analyzes spelling errors from spontaneous writing of 19 adolescents with a history of reading problems and persistent spelling difficulties. Finds that poor spellers made more errors on certain morphological and phonological…

Uses a connectionist model of reading development previously used to simulate detailed aspects of developmental dyslexia to explore why certain classes of interventions designed to overcome reading impairments are more effective than others. Finds that sound regularities are more effective than those targeting phonological development alone. (SG)

Assesses the ability of dysphonetic and dyseidetic dyslexic readers to separate words into sounds. Finds that dysphonetic dyslexics scored significantly lower on word segmentation tests than dyseidetic dyslexics. Suggests strategies for teaching spelling to dysphonetic dyslexics. (RS)

The case study reports use of the dyad or neurological impress method along with phonics instruction to successfully teach a 52 year-old dyslexic man to read. (DB)

Reviews four professional resources about dyslexia and learning disabilities that differ in perspective but have many commonalities in their advice to teachers. (MG)

To test for interhemispheric difficulties associated with dyslexia, this study assessed bimanual coordination in dyslexic and nondisabled boys using an Etch-a-Sketch-like task. Dyslexics showed significant impairments on mirror movements, and often unknowingly reverted to parallel movements when visual feedback was removed. (RH)

Suggests several teaching approaches to spelling instruction at the secondary level. (MM)

Describes two cases of developmental dyslexia in whom learning to read English as compared to Kannada and Hindi (two Indian scripts) were differentially affected. Discusses implications for the understanding of reading acquisition and models of reading. (RS)

Karlik and Karlik provide a personal account of loss of literacy after a stroke and the laborious process of recovering it. Parr shows how she adapted diagnostic tools from literacy research to use with adults with aphasia. (SK)