AND ASHER CASHDAN t (Medical Psychology Laboratovy, Uwiversity of Cambridge.) In areas of psychopathology where aetiologies are but imperfectly understood, and where methods of treatment are still a matter of argument, it is not surprising that controversy should rage over appropriate groupings of symptoms and the terminology most suitable for them. One such case is that of specific developmental dyslexia (formerly word-blindness), which under its new name has recently been receiving fresh attention (see Zangwill, 1960 ; Vernon, 1962 ; Miles, 1962). In our opinion, the controversy over the existence of this condition is often based on an imperfect understanding of the cardinal principles of scientific investigation and classification. A disquietingly large number of children suffer from serious backwardness in reading. Some catch up quickly, others never learn to read well. Some respond to specialist remedial teaching ; others show a temporary improvement, but relapse as soon as the special teaching is withdrawn (see Collins, 1961) ; others show no positive response a t all. Some of the sufferers are girls, but more of them are boys. Some are of normal or superior intelligence, far more of them are of low intelligence Many of them have other educational
British Journal of Educational Psychology – Wiley
Published: Feb 1, 1963
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