Within each word, the child must recognize each letter and its relation to the others in the word. To read fluently, the child must recognize words as units, each having a separate entity or a configuration. 5.) Deficits in visual analysis and synthesis The tendency to guess at the word from its size is often observed. This has a serious consequence because so many words in the English language cannot be sounded out. The child cannot process short- and long-term storage and retrieval efficiently to make the needed associations between the word’s visual and auditory or linguistic aspects. Even when words are repeated, the child cannot recall them. A child with a poor visual memory may approach each word as though for the first time. 4.) Visual memory disordersĭeficits in visualizing letters and words, that is, what they look like in their physical characteristics, affect the ability to develop sight recognition of words.

In compound words, entire syllables could be reversed: for instance, /yardstick/ read as /stickyard/, /horseshoe/ as /shoehorse/, etc. For example, the word /story/ could be read as /stroy/, /tow/ as /two/, /kitchen/ as /chicken/, etc.

Sequencing disruption can take place in any position. This is not to suggest that the sequencing disruption affects only the first and last consonants. The child who is unable to retain the visual sequence in short-term memory long enough to be able to recall it or who, because of a lack of left-to-right directional tracking with the eyes, misperceives the order in which the letters appear in words, will read them incorrectly - for example, reading /god/ for /dog/, /was/ for /saw/, /nap/ for /pan/, etc. There is also a greater tendency to regress to a previously recognized form while the hesitancy or uncertainty lasts. As a result, the child may be observed to look at a visual stimulus (fixation) a long time or repeated times before they will respond to it. This is especially so because the child cannot form visual perceptions at the normal age rate. The child’s oral reading is slow and labored. Thus, the child may confuse /n/ with /u/ and /m/ with /w/, etc.

Inversions - A variation of both reversal and rotation is an inversion.

Rotations - The form of the letter is rotated so that it is perceived differently for example, the letter /b/ may be read as /p/ because the child has rotated the axis from its original upward direction to a downward direction, or confusing /b/ for /q/ which would be a rotation of a greater magnitude, with the axis seen as going down the opposite side.

When words containing /b/ or /d/ are read, they are frequently misread because they have been perceived oppositely, as, for example, /bad/ for /dab/, /big/ for /dig/, etc., or vice versa. This confusion represents the exact mirror-imaging that some learning disabled experience.

Reversals - The most common problem cited to exemplify reversals is the confusion between /b/ and /d/.

Three of the more common forms of discrimination problems to be noted in the learning disabled include reversals, rotations, and inversions: Recognizing letters requires the ability to make rather fine discriminations which, in turn, depends on the ability to make gross visual discriminations. They especially find difficulty making differentiation between similar-looking letters such as /n/, /m/, /u / or /b/, /d/, /p/, /q/, etc., or between words such as /hat/, /hot/, /hate/ or /pug/, /bug/, or /no/, /on/, etc. The child who has difficulties in visual discrimination are unable to recognize similarities and differences between letters and words. Sutaria ( Specific Learning Disabilities: Nature and Needs), are visual discrimination difficulties slow rate of perception visual sequencing difficulties visual memory disorders deficits in visual analysis and synthesis omissions, additions, and substitutions and losing place while reading. Symptoms and characteristicsĪmong the manifestations which characterize visual dyslexia, according to Saroj D. Visual dyslexia is a subtype of dyslexia that refers to children who struggle with reading because they have problems remembering and discriminating visual gestalts. Synonyms are surface dyslexia, dyseidetic dyslexia, and orthographic dyslexia. The terms visual dyslexia and auditory dyslexia are often used by scholars to describe two main types of dyslexia. Spelling and writing are usually included due to their close relationship with reading.ĭyslexia is considered to be a neurological disorder in the brain that causes information to be processed and interpreted differently, resulting in reading difficulties. It is used to refer to persons for whom reading is simply beyond their reach. The term dyslexia was coined from the Greek words dys, meaning ill or difficult, and lexis, meaning word.

Auditory dyslexia definition