Any discussion of the subjects of dyslexia must, as we sh every last(predicate) see, be a complex and disputed undertaking; even the title may raise argumentation: what is dyslexia? Is it the same as specific learning difficulties? Can it be define as a single problem? Is there a continuum of dyslexic-type difficulties? Should we be using a label at all? The questions are many, and with very few satisfactory answers. For this reason, it is necessary to deject with a working definition of dyslexia, before discussing what may cause it. Once this has been established, it will be seen that the cited causes may be usefully grouped into several categories (genetic, perceptual, neurological and linguistic). Each of these areas will be examined in some depth, and the evidence evaluated. It will be lay down that, as yet, no single cause can be definitively established, but that studies into information and language processing in the hit seem to offer the most promising possibilities for the future.
Due to the complex character of the problem, and the many different ways in which it manifests itself, it is impossible to key out a definition upon which everyone may agree. Nevertheless, several definitions exist which may serve as a starting point.
An early definition by Critchley is that dyslexia is a disorder of children who, despite conventional classroom experience, fail to attain the language skills of reading, writing and spelling suitable with their intellectual abilities. This raises two main points: what is conventional classroom experience, and how can we try on which level of language skills is commensurate with intellectual ability? This definition was improved upon in 1978 by Critchley and Critchley: children with specific learning difficulties are those who in the absence seizure of sensory defect or overt organic damage, sire an intractable learning problem in one or more...
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