LEARNIG DISABILITIES

8/8/2019 LEARNIG DISABILITIES

1/11

A . KRASANAKIS

DYSLEXIA

& ILLITERACY

ATHENS 1997
http://www.krassanakis.gr/


2/11

CHAPTER ADYSLEXIA1) About of dyslexia?

Dyslexics are people of normal intelligence, who have trouble readingand spelling. Some of them are even very intelligent. Often dyslexicshave other areas of cognition, where they are gifted.Dyslexia is a severe reading problem of neurological origin in a personwith average or above average intelligence, for which there are no otherphysical, medical, or psychological conditions sufficiently serious to

account for the language handling deficits.Dyslexia causes difficulties in learning to read, write and spell. Short-term memory, mathematics, concentration, personal organisation andsequencing may also be affected.Dyslexia usually arises from a weakness in the processing of language-based information. Biological in origin, it tends to run in families, butenvironmental factors also contribute.Dyslexia is a neurological disorder with biochemical and geneticmarkers. In its most common and apparent form, it is a disability inwhich a person's reading and/or writing ability is significantly lower thanthat which would be predicted by his or her general level of intelligence.However, as has been discovered only in the last decade, individualsmay read and write perfectly and still have dyslexia (see

"characteristics" below). The term was coined in 1887. People arediagnosed as dyslexic when their reading problems cannot be explainedby a lack of intellectual ability, inadequate instruction, or sensoryproblems such as poor eyesight. Because reading is a complex mentalprocess, dyslexia has many potential causes. From a neurophysiologicalperspective, dyslexia can be diagnosed by close inspection of themorphology of the brain, usually upon autopsy. Dyslexia is alsoassociated with phonological difficulties, such as enunciation.Dyslexia is the special difficulty that presents a lot of children at thetransformation of oral speech in written or from written speech in oral.Dyslexia is presented in children, that while they are clever (intelligent)and knows well the orally speech, do not learn well the written with thealphabetical system of writing already from their first contact with this.

SYMPTOMS OF DYSLEXIA

The dyslexia is expressed in two levels, the following:1) In the passage from the written speech in oral, that is to say when itreads the child, which are presented a lot of errors and a lot ofdifficulties.2) In the passage from the oral speech in written, that is to say whenthey write, they are presented a lot of errors and a lot of difficulties.Simpler, the word dyslexia is often used to refer to reading problems,

while the symptoms below indicate that a child has dyslexia andtherefore needs help:
http://en.wikipedia.org/w/index.php?title=Writing_difficulty&action=edithttp://en.wikipedia.org/w/index.php?title=Writing_difficulty&action=edit


3/11

One of the most obvious and a common telltale signs is reversals.People with this kind of problem often confuse letters like b and d,either when reading or when writing, or they sometimes read (or write)words like rat for tar, or won for now.Another sure sign, which needs no confirmation by means of any form oftesting, is elisions, which are when a person sometimes reads or writes

cat when the word is actually cart.Another sure sign is:Reads very slowly and hesitantly, who reads without fluency, word byword, or who constantly loses his place, thereby leaving out wholechunks or reading the same passage twice, has a reading problem.The person may try to sound out the letters of the word, but then beunable to say the correct word. For example, he/she may sound theletters c-a-t but then say cold.Te person may read or write the letters of a word in the wrong order,like left for felt, or the syllables in the wrong order, like emenyfor enemy, or words in the wrong order, like are there for thereare.

The person may read with

poor comprehension, or itmay be that he rememberslittle of what he reads.The person may have apoor and/or slowhandwriting.

Confusion of letters ofalphabet with numbers or

reverse the letters and the numbers, writing eg 3 instead E, 9 instead 6,12 instead 21.The person may have difficulties in the direction of writing sounds ofwords and in the differentiation of soundly relative sounds of words (b-f,

g-h, f-v)The letters of alphabet are ugly, disproportionate and illegibly.The writing is disorder (confusion), full smudges or many erasing(deletions).She/he doesnt begin with chapter letter the proposal, they do not usepoints of punctuation or they stick the words between them or with thearticles or opposite they can separate word or in syllables oranarchically (without order, rank).- Usually, she/he do not put accentual marks or him they put error

Also the dyslexic children have other problems, that in other they arein bigger and others in smaller degree, that it should we know in order tous they help also these in the localization of dyslexic child, as:

_ She/he present big difference between in oral and in the writtenspeech (record)._ She/he present disturbances of orientation and are complicated in thedirections in the right and left winger, in on under, as well as in theconfiguration of significances of size: big small.

_ She/he present hyper moving, hypersensitivity in the criticism andproblems of more generally behaviour.- She/he tangle the words-significance, as e.g. she/he wanting say e.g."water" and she/he say "river", because water is the one and water theother or says "wade'". Similarly wanting she/hesay "influence", she/hesays "inclunce", because the words resemble soundly and conceptually.- She/he show do not conceive simple mathematic action or unableconsolidate what is taught.

- She/he forget easily and ask also ask again the same thing.- She/he cannot write his name from memory or cannot remember

Reading and learning are the two things thatdetermine the success of a child during hisschool career. First he learns to read. Then hereads to learn. Reading is therefore ofparamount importance in the educationalprocess.


4/11

poems or verses or measure from the 1-10.

2) What they believed up to today for the dyslexia

According to the books of Greek schools: "A cause for this crisis could be

considered distance that the various alphabetical systems have fromthe writing... The oral speech is differentiated at the geographic orderand the geographic apartment and we permanently in develop in thetime, on the contrary the system of writing he is obligatorily public for allthe speakers and because the persons are tied up sentimentally with thewritten form of words of their language. We do not read letter to letter,but recognize forms of words as totals with the same way that werecognize the persons of our friends. This problem is exceeded with thesuitable teaching, remains however for the dyslexics students". Asecond, and more essential, cause for the crisis schools it is that thecritical reading current as well as the written expression they areacquired faculties and no innate, as the oral speech.... The world of

writing is for the medium person the world of unverifiable disagreementopinions... One French, German or Greek needs twenty years, in order toit acquires complete occasion in the written speech"... (Report-expression on the Lyceum, tey'hos a', Hr. Tsola'ki D. Tompaidi....)According to the G. Payli'di, 1978, the dyslexia is owed in erratic theocular movements, that is to say in that the optical system of dyslexicchildren is different from not dyslexic. In the not dyslexic children firstreaches from the eyes in the brain the information of regional sight andthen central so that them it gives the time pre to process the informationof next word. In the dyslexic children opposite, it says k. Paylj'dis, itreaches simultaneously with result floods the brain from information andof be led to the confusion. Thus we have erroneous and beginning

reading.According to the British professors Tzon Stajn and To'nj Monaco, thedyslexia has hereditary reasons.According to the American woman Dr Sali Se'rgujts, the dyslexia it canbe connected with the structure of brain that is different in thephysiologic persons and s those that suffer from dyslexia. When dyslexicthey read, they have decreased activity, concerning the other, in thebehind department of their brain a region that connects the faculty ofwith the faculty of writing while they present hyperactivity in theforward part of brain. More simply, the dyslexia is owed in the un-regulation of departments of brain that is connected with the reading.Accordingly, also, with the himself the department of brain that presents

abnormalities in the cases dyslexic, is the himself with this that isaccountable for alexia, only that in the case alexias the problem iscreated because volume in the brain or problems of bleeding(besmearing) of brain.According to other researchers the dyslexia is a strange illness, oddity(strangeness) the nature, a training problem that is owed, in thedisturbance or in the lack of co-ordination psychic moving(psyhokjnitjko). The dyslexic children activate the right hemisphere thebrain, while their schoolteachers teach with way that means the left-winger hemisphere, something that appears from the hand that usesthe student. The dyslexic children are late they combine information thatemanates from two or more senses or needs a lot of time, in order tothey comprehend stimuli via the sight, the touch, the hearing andmovement.According to the Dr of Corrective Education Mr of B. Simos the dyslexia is


5/11

not illness, but training problem that is cured, if it is diagnosed in time.The indifference and the dulling lead to irreparable weaknesses. A lot ofparents overlook the symptoms that in time they warn for the no and somuch good functional behaviour of their child. They consider e.g. that isphysiologic a child 5 or 6 years he uses when the right and when the leftwinger hand, it does not know his age, he is unable he is expressed etc.

They believe that their child is still very small and they transfer theproblem that swell up later marking the school record and wounding himpsychjsm (psychical, soul) the child.According to Geschwind , 1962, the dyslexia is owed in neurological sub-function (ypolejtoyrgj'a).According to Mr A. Tzj'fa dyslexic it is unable it retains in his memorypictures of words and it locates the errors in a word, it is unable itdifferentiates sounds of words 12#k.a.According to the occasionally statements of Pan-Hellenic AssociationLogopedic men, the convenient diagnosis of dyslexia is also the bettersolution of problem, applying proportional method and anticipating otherproblems. However the who precisely it is this method or who are

precisely the courses of teaching that should make a dyslexic' child, inorder to it resolves his problem, us it says, hence also this Association itis except reality.

The alone official directive that exists today in the schools for thedyslexic children is the following (Cf. .. 465/81, article 4, .. 238/88,article 13): the dyslexic children go to the same school with not dyslexic,in order to do not feel decreasingly, and dyslexic are not examined inwriting in the examinations only that orally!

Consequently the Ministry of Education not only has not located in thatprecisely to be owed the dyslexia, but also leaves in the chance and inunskilled (parents and schoolteachers) resolves problem!

3) The real reasons and the treatment of dyslexia

After the dyslexic student is a physiologic intellectually child, howeverwrites in one hand incorrectly, ungrammatically (erg writes "won"instead "now") and in other hand tangling them sounds of words (e.g.writes d instead th, h instead g ), hence this student, does not existdoubt, that he is pretender to scholarship, that is to say does not knowwell:a) distinguish sounds of wordsb) the equivalence sounds letters,

c) the rules with which we put in the writing the unanimous letters ofalphabet, the letter instead , instead etc.Consequence of this is it suffers stress, him it goes up the blood in thehead and as this sub-function the brain and does not know absolutelywhat makes or it behaves - suffers that also those that suffersagoraphobia or panic. Here it makes ugly letters, n avoids it writes, nacquires nervousness etc.

The reasons for which a child did not learn well above (that is to saysounds of words, the equivalence of sounds of words - letters, the rulesetc.) so that it suffers dyslexia it can it is a lot of, gentlemen howeverthe following:1) His negligence or the bad environment that lives (most of the dyslexicchildren emanate from problematic families, that is to say are childrenabandoned or children of divorced parents or children of parents that


6/11

continuously are found in disputes etc.)2) His sensitivity concerning stress that him it causes in one hand thedifficulty of learning of system of other writing and in other hand thevague method of teaching that follows the schoolteacher or his parent.

Consequently dyslexia is no illness, but training problem that is cured.

For the treatment of dyslexia is required in one hand convenientdiagnosis and in other hand:a) a schoolteacher that would know very well it teaches with patience,insistence and rightly - comprehensibly the system of writing (thesounds of words and letters, as well as their rules of use. Theoretical andpractically with exercises) andb) a sociologist - psychologist for the children's mental problems (ifthey exist) and the balance of environment of child.(For the right way of teaching of dyslexic student, see in the book:"The Greek system of writing", A. Krasana'kis.

It is marked that:

1) The dyslexic student resembles as if he has psychological problems orin the course he loses the cohesion of his thought, because it worksunder the state the superficial learning, hence also insecurity - stress.ma you are sensitive, as usually the dyslexic children, and you do notknow something well, when compete-contend or you it asks yourprofessor etc, you have fear, distress, insecurity, stress, hence you losethe continuity, (connection, cohesion) or cohesion of your reason etc,hence appear as mad etc.2) The students with dyslexia have suffered in the substance "block out",if we spoke with terms electro-mechanics or something as those thatsuffer agoraphobia or panic or vexation, moments at which him we losealso make a mess of it (to throw into disorder) little or a lot. See and

that:a) When we are unread (not having studied) or enervated or impatient,we make errors, we do not learn etc. while on the contrary, when weare calm, we see the life most beautiful, we make more beautiful lettersor drawings, we do not make a lot of errors, we learn more easily etc. Forthis reasons 12#a'llwste and the speech, written and oral, each person itis also considered mirror his soul.b) When us made nervous or scares something, eg the difficulty ofcourse or the bad schoolteacher or the robber etc. we tangle or throwinto disorder not only our speech, but also written us, and ourcalculations etc. Until the orientation to us we lose.3) The dyslexic children are quick-tempered and at the same time do not

know well the system of writing. Thus, when they go they write or theyread a text they suffer stress, it goes up the blood in their head withconsequence of neurological sub-function brain and un-coordination theirsenses, consequently:Make ugly or erratic letters (good become with constant hand and calmcharacter).Do not see well or they are late they combine information or stimuli thatemanate from two or more senses or him they receive error.Do not learn easily the equivalence sounds of words of letters or theycannot pronounce comfortably all sounds of words or them tangle sayingeg "l instead "r.....Him touches panic with the books or the schoolteacher and they easilyput cry etc.Make the fool or the old baby, in order to they justify situation or asimpasse, speaking "foolish or stammering


7/11

Be slow and clumsy, when they wear the shoes or the clothes, theycannot use comfortably the scissors.Be complicated to button or they wear upside down shoe or the clothes.

_ They do not give the required attention and it slacks keenness their.All go afterwards as chain.4) The dyslexia would be owed in other reasons (in the otherwise

meaning intelligent cerebral hemispheres etc., as say "special" thatsaw more before), if:a) The same students were not clever in other subjects (game, worketc.) and of course in the oral speech that is inexperiencedly difficultthan written. Other you learn the equivalence or right use of sounds ofwords - letters of alphabet and other the equivalence or right use of tensof thousands of words-significance.v) If the children with dyslexia presented also other of intellectual leveldifferences in relation to the other children5) Many consider as dyslexic children and these with low intelligence,however this are error, because the dyslexia is weakness of learning ofreading and writing despite the existence of physiologic intelligence and

entireness of sensory bodies, as we saw more before.6) The dyslexic children are usually clever (most clever), because theyare quick-tempered (and in vigilance psychological). As long as moresensitive is something so much better yield has or more beautiful thingsit makes, however and so much more prone they are in the damage(block out)7) It is not solution we say that the dyslexic children should not beexamined in writing. The solution is located in time the child withdyslexia and his him we cure. The localization of dyslexic children will besupposed to become immediately in the first classes of municipal schoolfrom the school advisers.8) Writing grammar is the first course with which come in contact the

children, hence s this suffer the first stress. The stress this children thathave also good schoolteacher, good health environment intelligenceetc. exceeding. What does not have remain or misspelled, when stop theeducation completely, or misspelled, dyslexic, what pay attention(mind) their education.

4) The dyslexia, the school books and the systems of writing

If we observe when in who children it is also presented the dyslexia, wewill see that this is presented only in students that are small and quick-tempered or with various psychological and social problems because

problematic environment (divorced parents, bad parents etc.) and at thesame time learn reading and writing with alphabetical system of writing.Consequently deep, real reasons of dyslexia it is the mental -intellectual disturbance (nervousness confusion) that causes:1) The inconceivable historical writing (= the one with their Latinalphabet), which with her horrible difficulty of learning causesneurological sub-function in certain quick-tempered small students withresult then in written their or in their examination they very make a lotof orthographic errors, erratic letters etc.Us how it is not disturbed intellectually or how it occupies easily a smallchild the logic eg the writing with the Latin characters, when in thiswriting other you say and other clerks or other you hear and other clerksIt received eg that in the English language we say "ai'nti'a, taita'n, cap,ghju'rop, se'xpjr.." and write " idea, titan, cup, Europe " that is to say"

jnte'a, titan, kup, Euro'pe, Sakexpeer, because these words emanate


8/11

from the Greek and Latin language, where there wrote-pronounceddifferently:" idea, titan, kup(a) or cupa , Europe or Europa " In thesame writing this letter can have also ten different accents, see: go, on,come, one, to, where the letter O pronounce when o, when u, when ou,when a, when ua. Consequently is required the suppression ofhistorical writing of (this with the Latin characters) and the

establishment of Greek alphabet of - system of writing.2) The erroneous current Greek school grammar, which with the arisingap this inconceivable teaching fatal it causes neurological sub-functionin certain quick-tempered small students with result then many becomedyslexic or functional illiterates. On the other hand this it is also thecause that is today not distributed book of writing (Grammatical) in themunicipal schools. Something error of course, as we will see in the book"False that is said for the Greek writing and language, A. Krassanakis.3) The erroneous way with which becomes today the teaching of Greekwriting. Today, as we know, in the schools the writing is taughtmemories, that is to say with the placing in a row of written words nextto pictures or with we show in a child a written word and him we ask him

learn by heart etc, hence becomes as it becomes also with the writingwith Latin characters, hence with very time-consuming (thus it shouldlearn by heart the child a writing of words) and difficult way, if no error,as we will see below.

(For more see in the book:"The Greek writing system", by A. Krasana'kis.

It is marked that:1) The Greek writing, as we saw in the book "the Greek system of writing", A.Krasana'kis, are not in one hand something the difficult and in other something thevague or ability that is unable they mean certain children from working and poororders for social and individual reasons, as say certain school advisers (Cf. "ModernGreek Language" H. Tsola'ki, D. Tompaj!di etc...), but something easy and concrete,concrete symbols (letters A, B, = In Latin: a, b, c), concrete linguisticsignificances (verbs, substantives, conclusions, subjects ) and concrete rules ofuse (the rules: neutral they are written with -o, the verbs with - .....: , ,, , , = in English: good, laughter, plant, honest..... I call, Ilaugh, I study..., therefore or you know these and clerks or you know and clerks,otherwise it does not become. :2) If we throw a careful glance in the current school grammatical, Greek and foreigners,we will see that in no one it is not reported not only the orthographic rules, but also notprecise equivalence sounds of words of letters, as well as the real number sounds ofwords and letters. Others they say that sounds of words are 24, other 27, other 5 thatbecame 12 and afterwards 24. Consequence of this they are the students areperplexed also other become illiterates, other dyslexic and other functional illiterates.

(More however for this subject, see in the book

"Falsies that are said for the Greek script and Greek language").


9/11

CHAPTER 2o

ILLITERACY

1. About of illiteracy

According to UNESCO: Illiterate is the person that is not capable writesand it reads comprehending a simple and short report of makes withregard to the daily life.Functional illiterate he is the person which is not capable to practice allthose necessary activities for which is essential her knowledge writingand reading for the interest of her good operation team and hiscommunity, as well as in order to him they allow continue reading and

writing so much for his own growth of what his community.

According to the Greek popular perception: . (= Unlettered man, (is) timber unhewn, blockhead.)That is to say the illiterate person is the one that, while it reached in abig age, does not know nor it writes neither it reads also consequently itcannot save up his experience or invoke the experience of other withthe reading etc., hence it has been placed in second fate, so much inthe work and production what in the spectacle and entertainment.

2. The reasons and the treatment of illiteracy

The illiteracy is created because the abstention illiterates at thechildren's age from the school for various reasons, as: because war(hence closure of schools), professional Status, social and geographicconditions, poverty of (weakness of payment of tuition fees), health(illnesses that involve absences from the course, problems of sight orhearing).

A) The Greek illiteracy and his cracking down on

According to the General Secretariat of Popular Training in 1984 inGreece of the 35% of farmers were not in place it reads nor the titlesof newspapers and the 82,8% occupied in buildings it had not finished

obligatory education.


10/11

Something unacceptable and for this is not to be blame no other onlythat the bad perception that has the Ministry Education and our academicprofessors for the Greek system of writing many years now.Today in Greece do not exist anymore wars, the education become free ofcharge from the state and the Greek system of writing, if it is taughtrightly, learned in 30 - 60 hardly thinly, 30 seconds. (Cf. "the Greek

system of writing", A. Krasana'ki.), hence could somebody call illiteratesin the school and in one or two days to them it learns the Greek systemof writing perfect.Him it does not make however, because with the way that teaches theMinistry and the University the Greek system of writing (it teachesmemories, as with the writing with the Latin characters, as we will see inother part.) is durable (chronic) required learning (6 years, those whothe years of Municipal school), hence impossible certain big it nowdedicates so much big time interval for something that to him will notbring immediately economic result.

It is marked that:

1) The Greek system of writing is not only perfect, but also easy, light, itis learned in 30 hardly thinly (Cf. the Greek system of writing, A.Krasana'kis). However in order that it is reported - it is taught in currentschool grammatical he becomes unacceptable so that certain childrenthey suffer repulsion or phobia, hence insecurity, stress etc. withconsequence the dyslexia or their illiteracy (if they withdraw completelyfrom school).2) Do not exist students clumsy that are unable they mean themechanisms of Greek writing (if was, would mean also the language,that is not inexperiencedly difficult), but exist simply erroneously andunacceptable school books because Erasmus, hence also unacceptableschool education and for this reason we have:

a) Disability of student to conceive the mechanisms of writing orrepulsion and antipathy for learning and school, hence illiteracy ordyslexia from the unacceptable teaching.b) Chronic education,c) Of lost a lot of time of schoolteacher, in order to it gives in the studentto occupy mechanically something, while these hours it could him teachsomething else or deal with individual problems of students. And somuch other. They go as chain. (More cf. "Dyslexia")

B) The foreigner illiteracy and his cracking down on

In the foreigner languages (Chinese, English etc.) the illiteracy is in very

big degree because the difficult and unacceptable systems of writing thatthey have, which create abomination in the student.The Chineses, the Japans and other populations write ideographically,hence m a system of writing too much difficult and time-consuming inhis learning. In order to can somebody write and read m this Chineseideographic system, will be supposed know-to learn somewhere 30.000 -50.000 ideograms, hence a enormous sum on the memory of student,hence how is not created there abomination in the students and millionsilliterates or dyslexics'.The populations that writes with the Latin characters (English men,Dutch etc.) writes historical, that is to say with memorization as pictureof writing the Latin and Greek words (despite that in their countrypronounce differently the same words), eg: , , ,cupa, Italia > idea, Europe, economy, cup, Italy.Consequently in order to learns eg somebody English student it writes


11/11

and it reads with this system, it will be supposed mentioned a writing ofall words, as eg the word = Europe (from Greek)), something as becomes with the memorization ofideograms. There for something difficult and time-consuming, after arethousands words-writing, hence this system fatal create antipathy andabomination in a lot of students, hence creates from only his illiteracy or

dyslexia.Do the Indians, the Arabs... and other populations write syllabic, withbase the pacts, hence with primitive and too much difficult and time-consuming in his learning system of writing, hence how aren't createdand here repulsion and illiteracy? (More cf. in the book "World Writing",A. Krasana'ki.)

Conclusion: In order to is been tough with the illiteracy in the foreignerlanguages and writings, will be supposed their populations to changetheir system of writing, as said the older linguists.

OBSERVATION: The Chineses wanted sometimes they suppress their

ideographic writing and they write alphabetical with the Latin alphabet.However this was not realized, because those that dealt with the subjectfaced very many homophones (same sounds words, unanimous) wordsand did not know how they exceed this problem. Naturally this problemfor the Greek system of writing is game, because it allocatesorthographic points (apostrophe, accentual marks, dialytica, resolventsetc.) and orthographic letters (the unanimous, homophones letters &, & & ) that they enter in the homophones (same sounds words)words for discrimination and this no accidentally, but depending on thepart of speech, the press and the sound passions of words and thus isuntied the problem same sounds words. Of course the unanimous wordsof language of are not same part of speech and if they are they are not

same fall or number, therefore writing the words depending on theunanimous letters & , & , & , (where they do not reach themwe use also the otherwise accentual marks or the spirits) and is untiedthe problem. Consequently we recommend in the Chineses they areconsulted one good Greek grammatical, if they want indeed they changetheir primitive system of writing.

HOME
http://www.krassanakis.gr/makis.htmhttp://www.krassanakis.gr/makis.htm

LEARNIG DISABILITIES

Documents

Transcript of LEARNIG DISABILITIES