Re: Cool visual illusion

mimo_545@xxxxxxxxxxx wrote:
[...]

I believe you - my brothers dyslexic and has a double first in
engineering. I remember reading somewhere that theres a
link between visual spatial reasoning and dyslexia... sort
of, if you reason/think in 3D, it can be difficult to arrange
that 3D idea into sequential liniar pattern (sort of thing!!)
Hmmm...more on this later,
Bye,
N.


That was a common notion a decade or two ago, but the data are, as they say, inconclusive. Conflicting data: dyslexics tend to have very good recall of spoken language, and better than average spoken language skills, which suggests they're are definitely capable of "linear processing."

More recent work with dyslexics shows that most of them have trouble noticing rhymes, so that dyslexia is more likely a problem of linking visual and auditory responses, that a problem in visual perception.

Other data shows that writing systems do have an effect: Although Italians appear to have roughly the same rate of dyslexia as N. Americans, the impairment is apparently not as severe.

After working with a number of dyslexics in my HS English classes, I lean towards the auditory impairment theory. I found that reteaching spelling in terms of sounds rather than letters helped all of the bad spellers improve their spelling. Ie, I taught in terms of "How do we spell this sound?" instead of "what does this letter sound?" I trained the students to think sound first and spelling second. (BTW, the execrable nonsense of calling the sound of <a> in "gate" a "long a" doesn't help. Contrast get/gate, bat/bath, cot/coat etc to understand why teaching spelling in terms of letters instead of sounds is Very Bad Idea.)

For those of you who denigrate behaviourism, I hope you'll note that my methods were thoughly behaviorist: link one behaviour (recognition of a phonemes) with another (writing of the corresponding graphemes.)

Trivia question: which spelling of the sound of <ee> in "beet" is unique?

.

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