A Longitudinal Study of Psychological and Achievement Test Performance in Severe Dyslexic Adults

Abstract

Dyslexia in the present study is de-fined as a disorder in which the capacity to learn to read is impaired despite adequate intelligence, appropriate educational and socio-cultural opportuni-ties, and basic intactness of those sen-sory functions associated with "normal" learning. The defect, which appears to reflect a basic disturbed pattern of neuro-logical organization, is in the ability to deal with letters and words as symbols with resultant diminished ability to inte-grate the meaningfulness of written ma-terial. Difficulties are often experienced with other symbol systems, e.g., num-bers and musical notation. Dyslexia may

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