Ten dyslexic boys and 10 matched controls were asked to draw a person and write a composition. The two groups are compared on time spent on tasks, number of words written, and proportions of spelling and grammatical errors. (SJL)

Developmental dyslexics have difficulty accessing the meaning of written words via phonological recoding due to a short-term memory deficit, although they can access meaning by a direct visual route. Evidence that dyslexia is a genetically-based dysfunction of the interior parietal lobule is reviewed. Implications for remedial instruction are…

Dichotic listening and bisensory memory skills were investigated in 72 male middle-class second-grade and 72 fourth-grade readers who were classified according to the Boder system, which distinguishes among normal and three types of dyslexic readers: dysphonetic (auditory dyslexic), dyseidetic (visual dyslexic), and alexic (combined). (Author/SBH)

The author contends that the importance of reading may be overemphasized in schools. It is pointed out that schools cannot eradicate individual differences and that present methods of reading remediation are of questionable efficacy and are traumatic to some children. Available from Arthur Retlaw and Associates, Inc., Suite 2080, 1603 Orrington…

Describes a case study of the use of a microcomputer to teach basic reading skills to a boy with dyslexia. The computer program and suggested modes of use are included. (CMV)

This article presents an overview of neuropsychological and neurolinguistic research done in the field of alexia between 1838 and 1969. (Text is in French.) (CLK)

This article reviews studies done on alexia and describes experiments designed to distinguish qualitatively between pure alexia (marked by the absence of oral and written problems) and other forms of alexia. (Text is in French.) (CLK)

The author discusses visual difficulties caused by uncorrected refractive errors and neuromuscular anomalies of the eyes and also comments briefly on the eyes in dyslexia. (MB)

Offers suggestions for teaching dyslexic students from a graduate student who teaches composition and is himself dyslexic. Recommends the following strategies: one-on-one help, study skills assignments, individual strategies, step-by-step process, oral discussion, topics of interest to the student, and questions to build confidence. (PA)

Regression-based procedures were used to identify 17 phonological and 15 surface dyslexics from a sample of 68 reading-disabled third graders by comparing them to chronological age controls. Defining dyslexic subtypes by reference to reading-level controls identified the phonological dyslexics, but only one of the surface dyslexics. (SLD)

Examined cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Compared 30 Chinese dyslexic children with average readers of the same chronological age (CA) and 30 average readers at the same reading level (RL) in several rapid naming, visual, phonological, and orthographic tasks. Found that dyslexic children…

A British study examined relationships between dyslexia and the ways in which students perceive themselves as learners, specifically their personal constructs and attributional styles. Results indicated that dyslexia has negative consequences for students' individual development. Suggestions are offered for making schools more "dyslexia…

Examines reading proficiency and phonological skill using a comprehensive battery of group measures in a Swedish classroom. Suggests that, given sufficient exposure to the majority language, it is possible to assess a range of phonological skills among speakers of minority languages using the same battery of tasks as for native speakers. (SG)

Adolescents and young adults with developmental dyslexia and matched normal and disabled controls were asked to tap in time to a metronome at three rates by moving the index fingers of both hands in unison, in rhythmical alternation, or in more complex bimanual patterns. Dyslexic subjects showed significant deficits on asynchronous, but not…

Madison (Wisconsin) Area Technical College uses an individualized, multisensory, sequential approach to helping dyslexic people learn to read. Based on the Orton-Gillingham method, the approach emphasizes tactile/kinesthetic learning, helping students feel how sounds are made before reading and spelling them. (SK)