Cerebral Dominance in Developmental Dyslexia

Bettman, Jerome W.; Stern, Earl L.; Whitsell, Leon J.; Gofman, Helen F.

doi:10.1001/archopht.1967.00980030724006

Cited by 40 publications

(10 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…dominance does not characterize all dyslexics (Bettman, et al .. , 1967). This researcher noted that "mixed" dominance is present in both normal and in dyslexic populations, bu~ the probability is greater that it will occur among dyslexics.…”

Section: Chapter II Review Of the Literaturementioning

confidence: 98%

“…Among them may be a reduced ability to discriminate phonemic stimuli, an inability to apply verbal labels to visual and auditory stimulir abnormal processing of auditory stimuli, right-left confusion, and the lack of a firm cerebral dominance (Belmont and Birch, 1965;Bettman et al, 1967;Blank and Bridger, 1966;Critchley, 1970;Johnson, 1972;Orton, 1937;Shepard, 1956;Silver and Hagen, 196 Birch, 1965). These authors insist that right-left confusions are not to be mistaken for the lack of .a firm cerebral dominance.…”

Section: Chapter II Review Of the Literaturementioning

confidence: 99%

See 1 more Smart Citation

An analysis of Staggered spondaic word test performances of dyslexic children and their parents

Maxwell

2000

View full text Add to dashboard Cite

show abstract

Section: Chapter II Review Of the Literaturementioning

confidence: 98%

Section: Chapter II Review Of the Literaturementioning

confidence: 99%

An analysis of Staggered spondaic word test performances of dyslexic children and their parents

Maxwell

2000

View full text Add to dashboard Cite

show abstract

“…This &dquo;scientific basis&dquo; was made up primarily of exclusionary criteria (e.g., no emotional, pedagogical, or general intellectual difficulties) and evidence of a family lineage of poor readers. From that time to the present, a succession of family studies claiming to document the heritability of reading problems has used the same criteria as Hinshelwood's (e.g., Bettman, Stern, & Gofman, 1967;Drew, 1956;Eustis, 1947;McCready, 1926;Op't Hof & Guldenpfenning, 1972;Orton, 1930 Among recent studies, one (Finucci, Guthrie, Childs, Abbey, & Childs, 1976) assessed the reading abilities of 20 children identified through schools with special programs for problem readers. Each child had an intelligence-test score of at least 100 and was 1.5-2 years below the grade level expected for chronological age.…”

Section: Family Studiesmentioning

confidence: 99%

Evaluation of Genetic Explanations of Reading and Learning Problems

Coles

1980

J Spec Educ

View full text Add to dashboard Cite

Since the end of the last century there have been studies of reading and learning problems which have concluded that a considerable proportion of these difficulties are inherited. This conclusion has been reaffirmed in recent investigations and explications of reading and learning "disabilities." Evidence for a heritability explanation has come from two sources: family and twin studies. An examination of these studies, however, demonstrates that although they appear to use the "scientific method" and are replete with quantified analysis, in fact they offer little substantial evidence for their conclusions. Moreover, they violate principles of logic and hypothesis testing to such an extent that they must be considered to be not merely inadequately scientific, but, indeed, pseudoscientific. Unfortunately, lack of evidence and egregious conclusions have not prevented the dissemination of heritability explanations among professionals and the public.Genetic interpretations of human characteristics and behavior abound today. There are genetic explanations of relatively delimited social areas, such as poverty, crime, and madness, as well as interpretations of immense topics relating to the evolution of the human social order. So numerous are these genetic interpretations that it is probably impossible to find a field concerned with people that does not include genetic explanations of its subject. The field of education certainly is not an exception.Within education is a long history of genetic explanations seeking to elucidate academic achievement in certain children and underachievement in others. Several years ago the center stage of genetic explanations in education was held by Arthur Jensen, with his interpretation of intelligence and IQ scores. The argument, resurrected by Jensen, that the genetic tranmission of intelligence determines academic success has, of course, always been the predominant genetic explanation within education. Now that it once again appears to have diminished in credibility, despite Jensen's recent book on IQ (Jensen, 1979), there is reason to feel heartened. However, in appraising the currency of genetic explanations in education, it is important to recognize not only that the heritability-of-IQ position still has considerable influence but also that while it has been the primary genetic theory in education, it has never been the only one. Alongside it, since the end of the last century, has been an associated explanation that, while not purporting to explain academic achievement with the broad strokes of the IQ theorists, nevertheless claims to explain the academic failure of a considerable proportion of youngsters. This genetic explanation lies within the academic areas of reading and learning disabilities; judging at MOUNT ALLISON UNIV on June 26, 2015 sed.sagepub.com Downloaded from

show abstract

“…Dyslexia may be classified as follows: (1) primary specific developmental dyslexia; (2) secondary endogenous dyslexia; and (3) exogenous reading disability. The final category is not considered a true form of dyslexia.…”

Section: Lexiamentioning

confidence: 99%

The Ophthalmologist's Role in Dyslexia

Helveston¹

1970

Archives of Ophthalmology

View full text Add to dashboard Cite

Cerebral Dominance in Developmental Dyslexia

Cited by 40 publications

References 27 publications

An analysis of Staggered spondaic word test performances of dyslexic children and their parents

An analysis of Staggered spondaic word test performances of dyslexic children and their parents

Evaluation of Genetic Explanations of Reading and Learning Problems

The Ophthalmologist's Role in Dyslexia

Contact Info

Product

Resources

About