Quote:
Originally Posted by Ferd
Chan, you are a pure knucklehead sometimes.
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Here's what the DSM-IV says about dyslexia:
"In individuals with Reading Disorder (which has also been called '
dyslexia'), oral reading is characterized by distortions, substitutions, or omissions; both oral and silent reading are characterized by slowness and errors in comprehension."
According to Rudolph's Pediatrics (underlining is mine), "Developmental
dyslexia is usually defined by a reading level that is more than two grade levels below the expected norm, and this reading difficulty is not explainable on the basis of poor motivation, intellectual deficit, or absence of proper instruction. As many as 10% of school-age children may suffer from developmental
dyslexia. Reading is mediated by parallel and widely distributed modular systems. There are, therefore, multiple loci in these systems where dysfunction may lead to developmental
dyslexia.
Dyslexia, however, is unlikely to represent a single disorder. In the most common form, the children have difficulty with phonetic analysis, that is, associating the visual pattern of written language to the sounds of spoken language and segmenting words ("say hamburger without the ham"). These children are unable to sound out unfamiliar words, but they can learn to recognize whole words by sight. Their reading errors are characteristic in that they tend to guess words, often incorrectly, from their general appearance.
They also make characteristic spelling mistakes, tending to spell familiar words correctly but making nonphonetic mistakes with unfamiliar words, usually only writing the first letter correctly, followed by a succession of letters that approximate the length of the word but have little other resemblance to it. Boder referred to this pattern as
dysphonetic dyslexia. A second form of
dyslexia is characterized by an inability to recognize letters and words by sight, without much difficulty in sounding out these written symbols—that is, the exact opposite of the first pattern. Such children tend to make phonetic spelling errors, such as "bloo" for "blue." They also commonly reverse letters or the sequence of letters in words, such as "Precy" for "Percy." Both types of disability may coexist in the most severely affected dyslexic children."
There was a reason why I said what I said.
But getting back to your creed, there is some debate as to what "one" in
Deuteronomy 6:4 means.
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