Binocular Saccadic Dysfunction - a Precursor to Dyslexia?
N/A
Nonfiction, Reference & Language, Education & Teaching, Special Education
| Author: | Elizabeth Celestre M.A. | ISBN: | 9781477296240 |
| Publisher: | AuthorHouse | Publication: | January 14, 2013 |
| Imprint: | AuthorHouse | Language: | English |
| Author: | Elizabeth Celestre M.A. |
| ISBN: | 9781477296240 |
| Publisher: | AuthorHouse |
| Publication: | January 14, 2013 |
| Imprint: | AuthorHouse |
| Language: | English |
This book talks about a laborious and frustrating journey investigating reading difficulties as a whole; scrutizing academic theories and practices; and, attempting to discern where these theories and practices appeared to be applicable in the "real world". We will also be looking for information where major disparities become glaring and prevalent within populations designated, typically, by school districts and associated service providers as "slow learners". Recognition of reading difficulties and associated causation has been attributed to, and by, education entities and their professional representatives statements range from the good, bad, and ugly e.g. "Let's find out why you're having problems"; "Reading isn't for wimps"; and, "The little bastards just need to read more". Indeed, to state that reading is a simple process, would be a classic untruth. Rather it is based on a designated and accepted hierarchy of developmental increments that can be represented by a typical pyramid configuration. Disruption and diminished mastery of any element depicted would, therefore, lead to diminished results. The "layers of the onion" are peeled back to a very basic level e.g. the intake of visual information and theoretical transfer of this information to the brain for interpretation.
This book talks about a laborious and frustrating journey investigating reading difficulties as a whole; scrutizing academic theories and practices; and, attempting to discern where these theories and practices appeared to be applicable in the "real world". We will also be looking for information where major disparities become glaring and prevalent within populations designated, typically, by school districts and associated service providers as "slow learners". Recognition of reading difficulties and associated causation has been attributed to, and by, education entities and their professional representatives statements range from the good, bad, and ugly e.g. "Let's find out why you're having problems"; "Reading isn't for wimps"; and, "The little bastards just need to read more". Indeed, to state that reading is a simple process, would be a classic untruth. Rather it is based on a designated and accepted hierarchy of developmental increments that can be represented by a typical pyramid configuration. Disruption and diminished mastery of any element depicted would, therefore, lead to diminished results. The "layers of the onion" are peeled back to a very basic level e.g. the intake of visual information and theoretical transfer of this information to the brain for interpretation.
