Dyslexia versus visual difficulties in reading and writing. A comment in discussion

• Authors: Boksa, Ewa , Cuprych, Renata

Abstracts

EN

Due to the fact that it is frequently difficult to identify their etiological origins, reading and writing difficulties have inconsistent terminology in the literature. This article is a review and attempts to initiate a discussion about visual dyslexia. The authors pose the question whether - in the context of new neuroimaging methods and the neurosciences broadly defined - there exist reading and writing difficulties that stem from impaired functioning of the visual system and whether they can be assigned to developmental dyslexia. If it is assumed that developmental dyslexia is linguistic in nature, these are phonological deficits that come to the fore in children entering the world of reading. These phonological processing deficits impair word decoding (word identification), making word recognition impossible, thus preventing access to higher-order linguistic processes, that is comprehending meaning from texts or building one’s own narratives.

Keywords

EN

dyslexia; visual analyzer; visual system; dyslexic student; phonological processing

• Publisher: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Journal: Szkoła Specjalna
• Year: 2019
• Volume: LXXX(4)
• Pages: 256-267

Dates

published

2019-09-17

Contributors

author

Boksa, Ewa

author

Cuprych, Renata

Identifiers

DOI

10.5604/01.3001.0013.4609