The editor of The Orton Society examines issues relevant to the neurological characteristics and treatment of dyslexics in the context of the heritage of S. Orton and the four principles of the Orton Society: (1) Differences are personal. (2) Diagnosis is clinical. (3) Treatment is educational. (4) Understanding is scientific. (DB)

The article describes the LSS (Language Skills Seminars) program, the guidelines for group formation, and the benefits of such grouping. The paper focuses on the work attack/spelling course and its implementation. Also noted are the positive psychological changes as skills improve. (Author/CL)

The paper reviews research on information processing and cognitive psychology, and proposes hypotheses about the mind of the dyslexic. The author suggests the need of improved inservice and preservice teacher education to provide more coherent reading instruction. (Author/CL)

Compared to placebo controls, 28 individuals treated with Piracetam (a new drug thought to enhance learning and memory consolidation) showed statistically significant improvements above baseline scores on measures of effective reading accuracy and comprehension, reading speed, and writing accuracy. The medication was well tolerated and showed no…

Argues that teachers should know something of the range and depth of the work done by researchers in defining the term dyslexia, and presents a review of the various theories concerning the disorder. (FL)

Intended for those concerned with the identification of learning disabilities which involve communicative disorders, the article identifies some areas of confusion regarding visual perception, vision testing, communication, and dyslexia. (IM)

Discusses the dyslexic as having problems in translating concrete perceptions inherent in the spoken word to static and abstract representations of the printed page. Sequencing also offers a major challenge for the dyslexic. Improved understanding of the disturbance may lead to new treatment procedures. (CJ)

Advocated is an experiment for testing a new initial alphabet which maximizes the pattern differences between characters without the use of new symbols. (KW)

The three subtypes children with dyslexic reading and spelling difficulties are classified into: the dysphonetic group, the dyseidetic group, and the growth which suffers from both dysphonetic and dyseidetic deficiencies. (EK)

Describes tutoring of second grade inner-city children with reading disabilities. Results suggest elimination of visual-auditory memory deficit as a component of dyslexia. The abstract nature of the phoneme is proposed as the basis for much reading disability. The syllable is suggested as an intermediate unit for use in introductory reading. (JM)

This is the second part of an investigation, the first part of which appeared in Journal of Learning Disabilities (March, 1970). (RD)