A New Dyslexia Reading Method and Visual Correction Position Method


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Notes

  • Founded on language modalities, the phonologic attempt at understanding dyslexia is based on the lowest level of word sound structure, the phoneme. The phonologic theory of dyslexia implies an impairment of both retrieval and storage of speech sounds. Reading in an alphabetic language system requires understanding the relationship of sound to letters. This grapheme to phoneme (reading to sound) relationship is a core belief of the phonologic deficit theory. Phonemes are the smallest sound entities that distinguish closely similar words. Dyslexics exhibit phoneme unawareness.2,3
  • Thus, dyslexia is often considered a language disorder in both single word decoding and phonologic abnormalities. With remediation treatment, dyslexics activate the language based phonemic area of the left temporal-parietal region similar to nondyslexics.2,4,5
  • A visual origin theory for dyslexia seems a logical assumption when consideration is given to the fact that dyslexia is so closely associated with processing letters and words on the printed page. Dyslexia has been considered the result of unstable binocular fixation and vergence difficulties. Visual and ocular-motor defects would impair eye motor control, visual attention, and eye movement for visual searching. Thus, reading skills would be subject to impairment. Reading Method
  • All reading materials are placed slightly off center toward the nondominant eye side. The index finger is now placed on the bottom center of the first line to read. The index finger is slowly raised until the words are clearly seen. Although the words were believed clear before, the words are now distinctly clearer and easier to read. Words will, also, be blacker, sharper, and clearer. The index finger is now quickly bent and slowly retracted while maintaining clear print. Reading should only begin after the individual is readily capable of using the index finger to “make-it-clear” with the printed page. In actuality, only 1 or 2 attempts are needed to find this new focal point and “make-it-clear.” This new, elevated, focal point distance needs to be pointed out so that they can readily find it for reading without first touching the page. Using the new focal point and with finger in place, this line is read aloud. Immediate increase in fluency is usually apparent.
  • The Positional Reading Arc is predicated upon the use of cyclovergence where on looking down the eyes rotate nasally and on looking up the eyes rotate laterally. Cyclovergence is to aid in the correspondence of both eyes for stereopsis.
  • Two parts: positional reading arc and stereoscopic eye exercise positional-reading-arc
  • Position C is perhaps the most versatile for the dyslexic. They do very well with straight ahead computer screen levels. Frequently, Position C individuals will rise up in their chair, lean forward, and read by looking straight down.
  • 71% of the students from Grade 2 to Grade 8 stated that there was a better position; 21% chose Position “B,” 45% chose Position “C,” and 5% chose Position “D”
  • Improvements in comprehension, speed, and word error
  • The economic loss from dyslexia is incalculable and the social loss is beyond description.
  • The financial burden on education, the lack of a dyslexic’s obtainable economic and social potentials, and lower income expectations represent a few disadvantages burdened by dyslexics.