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Dyslexia and classic pathognomic signs.

M A Collette

    Perceptual and Motor Skills
    |June 1, 1979
    PubMed
    Summary

    Classic dyslexia signs like letter reversals are linked to general reading difficulties, not specific developmental dyslexia. Poor reading skills and perceptual abilities often occur together in students.

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    Area of Science:

    • Neuroscience
    • Developmental Psychology
    • Educational Psychology

    Background:

    • Traditional markers for dyslexia, such as letter reversals and rotations, have been historically associated with the disorder.
    • However, recent research suggests these signs may be more indicative of general reading impairment rather than specific developmental dyslexia.

    Purpose of the Study:

    • To investigate the association between classic "dyslexia" signs (reversals, rotations) and diagnosed developmental dyslexia versus general reading retardation.
    • To compare the performance of students with diagnosed dyslexia and reading retardation on perceptual and attentional tasks.

    Main Methods:

    • Matched groups of 8th and 9th graders with diagnosed dyslexia (n=26) and reading retardation (n=19) were compared to each other and to 96 adequate readers.
    • Participants were assessed on measures of reversals, rotations, insertions, substitutions, omissions, handwriting, and visual-perceptual skills using tests like the Gray test, WRAT Spelling Test, a writing task, and the star-tracing mirror test.

    Main Results:

    • Students with dyslexia and reading retardation performed comparably on 46 out of 49 variables.
    • Both groups exhibited more "classic" errors and lower achievement scores than adequate readers on 44 out of 49 variables.
    • Classic errors were strongly associated with poor reading but not with diagnosed developmental dyslexia.

    Conclusions:

    • The findings challenge the notion that classic signs are pathognomic for developmental dyslexia.
    • These errors appear to be markers of general reading difficulties, potentially influenced by reading acquisition processes.
    • A hypothesis is proposed that reading acquisition itself may train perceptual test-taking abilities.

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