送交者: insight 于 2006-5-03, 18:17:24:
回答: I can't read or 我不会念英文 由 Erxin 于 2006-5-03, 11:53:48:
It is said to be a neurological disorder with biochemical and genetic markers. Dyslexia was originally defined as a difficulty with reading and writing that could not be explained by general intelligence. One diagnostic approach is to compare their ability in areas such as reading and writing to that which would be predicted by his or her general level of intelligence.
Chracteristics:
1) General
* Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.
* Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."
* Isn't "behind enough" or "bad enough" to be helped in the school setting.
* High in IQ, yet may not test well academically; tests well orally, but not written.
* Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory *strategies; easily frustrated and emotional about school reading or testing.
* Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.
* Seems to "Zone out" or daydream often; gets lost easily or loses track of time.
* Difficulty sustaining attention; seems "hyper" or "daydreamer."
* Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.
2) Vision, reading, and spelling
There is no scientific evidence that a relationship exists between reading failure and perceptual ability or that visual training provides effective treatment.
3) Hearing and speech
* Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
* Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.
4) Writing and motor skills
* Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
* Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.
* Can be ambidextrous, and often confuses left/right, over/under.
* May write in "mirror writing" (writing that appears backwards, but can be read when reflected in a mirror)
5) Math and time management
* Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.
* Shows dependence on finger counting and other tricks when doing math; knows answers, but can't do it on paper.
* Can count, but has difficulty counting objects and dealing with money.
* Can do arithmetic, but fails word problems; when doing math must see the big picture before the detail.
6) Memory and cognition
* Excellent long-term memory for experiences, dates, names, locations, and faces.
* Poor memory for sequences, facts and information that have not been experienced.
* Thinks primarily with images and feeling, not sounds or words (little internal dialogue).
7) Behavior, health, development and personality
* Extremely disorderly or compulsively orderly.
* Can be class clown, trouble-maker, or too quiet.
* Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).
* Prone to ear infections; sensitive to foods, additives, and chemical products.
* Extremely sensitive to human contact- when another person touches them they may feel very "uncomfortable."
* Can be an extra deep or light sleeper; bedwetting beyond appropriate age.
* Unusually high or low tolerance for pain.
* Strong sense of justice; emotionally sensitive; strives for perfection.