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Studies on Special Disturbances within the Reading and Writing Function in Children (“Dyslexia”“Word‐Blindness”): II. Contribution to the Question of Origin
Author(s) -
SÖDERLING BERTIL
Publication year - 1962
Publication title -
acta pædiatrica
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.772
H-Index - 115
eISSN - 1651-2227
pISSN - 0803-5253
DOI - 10.1111/j.1651-2227.1962.tb08678.x
Subject(s) - dyslexia , reading (process) , spell , pupil , maturity (psychological) , special education , function (biology) , reading disability , learning disability , learning to read , medicine , word (group theory) , blindness , developmental psychology , mathematics education , cognitive psychology , linguistics , psychology , optometry , philosophy , neuroscience , evolutionary biology , sociology , anthropology , biology
Summary A pupil, otherwise capable of learning, who is unable to learn to read and/or spell during the first three years of school is dyslectic and accordingly handicapped. He should be treated as a dyslectic. If this pupil is given special instruction as early as possible, which is highly desirable for reasons stated above, this instruction should not presuppose a 100% recovery. That would bring about an excess demand noticeable in the attitude towards the pupil–patient. If, in the highest classes or higher schools the child is still disturbed by special reading or writing difficulties we must reckon with a definite handicap. As scientific prognostic study we should with regard to the improved or “healed” case try to determine what happens spontaneously through coordinational maturity and what can be ascribed to the special pedagogic help. Until we know something about this we are unable to estimate the effectiveness of the special reading and writing tuition.