Abstract

Introduction- D yslexia is an unexpected difficulty in learning to read and write in relation to age and ability by the methods normally used in classrooms. It was distinguished from ‘alexia’ a loss of ability to read in adults mainly with left hemisphere strokes, and identified as a developmental disorder of children referred to as ‘word blindness’ by Hinshelwood (1917). It is now a condition recognised in most countries and languages across the world although its theory of causation has changed. Dyslexia is found throughout the ability range although research studies tend to exclude slower learners to control some of the variables. Dyslexia can be remediated to some extent and the earlier the provision begins the more likely it is to be effective (Schiff man, p. 66 in Goldberg and Schiff man, 1972; and Clements’, 1972 survey of 10,000 cases). Even though dyslexics may eventually learn to read and write they usually still have problems with spelling in adulthood especially when they encounter new and more technical vocabulary (Snowling, 2000).

How to Cite
MONTGOMERY, D. Part 1: The Three Educational Faces of Dyslexia: Some key findings from Logographic and Alphabetic phases. Global Journal of Human-Social Science Research, [S.l.], jan. 2018. ISSN 2249-460X. Available at: <https://socialscienceresearch.org/index.php/GJHSS/article/view/2456>. Date accessed: 29 nov. 2021.