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Researchers now sometimes use the terms "math dyslexia" or "math learning disability" when they mention the condition. [71] Cognitive disabilities specific to mathematics were originally identified in case studies with patients who experienced specific arithmetic disabilities as a result of damage to specific regions of the brain.
Management of dyslexia depends on a multitude of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.. Some teaching is geared to specific reading skill areas, such as phonetic decoding; whereas other approaches are more comprehensive in scope, combining techniques to address basic skills along with strategies to improve comprehension and ...
Dyschronometria. Dyschronometria is a condition of cerebellar dysfunction in which an individual cannot accurately estimate the amount of time that has passed (i.e., distorted time perception ). It is associated with cerebellar ataxia, [1] [2] when the cerebellum has been damaged and does not function to its fullest ability.
Pure alexia, also known as agnosic alexia or alexia without agraphia or pure word blindness, is one form of alexia which makes up "the peripheral dyslexia" group. [1] Individuals who have pure alexia have severe reading problems while other language-related skills such as naming, oral repetition, auditory comprehension or writing are typically ...
Deep dyslexia. Deep dyslexia is a form of dyslexia that disrupts reading processes. Deep dyslexia may occur as a result of a head injury, stroke, disease, or operation. [1] This injury results in the occurrence of semantic errors during reading and the impairment of nonword reading. [2] [3]
v. t. e. The Orton-Gillingham approach is a multisensory phonics technique for remedial reading instruction developed in the early-20th century. It is practiced as a direct, explicit, cognitive, cumulative, and multi-sensory approach. While it is most commonly associated with teaching individuals with dyslexia, it has been used for non-dyslexic ...
For these dyslexic readers, learning to decode words may take a long time—indeed, in the deepest orthographies a distinctive symptom of dyslexia is the inability to read at the word level—but many dyslexic readers have fewer problems with fluency and comprehension once some level of decoding has been mastered.
The concept of "word-blindness" ( German: "wortblindheit"), as an isolated condition, was first developed by the German physician Adolph Kussmaul in 1877. [1] [2] Identified by Oswald Berkhan in 1881, [3] the term 'dyslexia' was later coined in 1887 by Rudolf Berlin, [4] an ophthalmologist practicing in Stuttgart, Germany. [5]