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Dyslexia term paper

"In an effort to comfort parents and children, it is often pointed out that a number of famous people--artists, writers, scientists and others--were able to achieve a great deal despite of having had, apparently, some form of dyslexia or learning disability, or, at the very least, some substantial form of learning difficulty. Hans Christian Andersen, Albert Einstein, Thomas Edison, Gustave Flaubert, Harvey Cushing, Auguste Rodin, Leonardo da Vinci, George Patton, William James, King Karl XI of Sweden, Woodrow Wilson, Nelson Rockefeller, William Butler Yeats and others have been identified by various writers as having had some form of dyslexia or learning disability. In recent years there has been a growing awareness of the existence of these traits among some contemporary public figures as well. Several organizations concerned with learning disabilities have begun to extend recognition to contemporary figures who have achieved notable success in varied fields despite extraordinary difficulties in reading, writing, memory, speaking, calculation, and other areas. Candidates are usually tested to verify the existence of the disabilities, but despite considerable career success, sometimes these public figures are surprised at their own deep reluctance to acknowledge their long-standing difficulties. A selection of those recognized in recent years shows a wide range of talent and accomplishment: an experimental psychologist, a Grand Prix racing car driver, a Nobel laureate immunologist, an explorer, a government agency director, an inventor, an artist, actors and actresses, business men and women, and Olympic gold medal athletes."

"The varied talent mix of dyslexics seems to be especially well recognized in the world of computers, where performance is measured by demonstrating working systems and where anticipating technological trends may be more highly valued than paper credentials and traditional academic skills. One of the leading visionary thinkers in the computer field is Nicholas Negroponte, the founder of the Media Lab at the Massachusetts Institute of Technology (MIT). More than a decade ago, he and others started work to form the Media Lab, which was to be based on the idea that major industries - such as publishing, telecommunications, television, feature film, and computers - would all converge rapidly over time until at a certain point it would be hard to tell which was which. Of course, now , these predictions are seen as splendidly and universally justified, as we are daily confronted by the reality of these expectations. Negroponte has observed that links between dyslexia and talent are often observed at MIT - indeed, these observations are so frequent that sometimes locally dyslexia is called "the MIT disease." In early 1995, Negroponte, who is himself dyslexic, published Being Digital, a book of essays based on a series of columns in the magazine Wired about the likely and varied longer-term effects of the computer revolution. Since the book is so explicitly focused on computers, it is quite remarkable that the first and last sentences of his introduction refer not to computers but instead to his own difficulties with reading."


"In addition to the case studies that have been described, in which researchers have attempted to make links between the three most common types of acquired dyslexia and developmental dyslexia, a number of other recent reports have dealt with the possible similarity of certain developmental dyslexics to other types of acquired dyslexia. One should just mention that there have been attempts to link developmental dyslexia to acquired visual dyslexia (Seymour and MacGregor 1984) and word form dyslexia (Prior and McCorriston 1983; Seymour and MacGregor 1984). Additionally, Seymour and MacGregor (1984) described a case of morphemic dyslexia. From the case studies described in this dissertation, one can make the conclusion that developmental dyslexic subjects differ considerably in the patterns of errors they make when reading words. The intent of most of this research has been to make apparent possible relationships between acquired and developmental dyslexia. What can one conclude from this research? Let us now turn to that important question. So far in this paper, the characteristics of errors made when reading isolated words by some, have been described. The errors of developmental dyslexics are quite similar to errors made by acquired dyslexics. It has been argued by those researchers who have presented these case studies that C.D. is a case of developmental surface dyslexia, C. R. is a case of developmental deep dyslexia, and H. M. is a case of developmental phonological dyslexia. Assuming for the moment that each of these examples is truly a case of developmental dyslexia that is analogous to acquired dyslexia, and given that a number of cases have now been described for each of the three major types, exactly what can they tell us about developmental dyslexia?"

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