Exactly as Receiv Ed from the Person Or

Developmental and post-traumatic dyslexia are discussed in terms of a dysfunction of the central nervous system resulting in reading disabilities. The relationship of reading to other language functions is considered, with emphasis on the temporal aspects of speech and reading. An interdisciplinary approach is held necessary for the diagnosis of dyslexics, and emphasis is placed on the idea that diagnosis should be made by a medical specialist operating in an interdisciplinary research facility: Diagnostic techniques for professional workers are listed, including 12 psycho-educational tests and/or batteries. Eleven tests and techniques are detailed for the remediation of learning disabilities in the classroom. Sixteen remedial approaches are discussed at some length. it is noted that the question of whether neurological organization can be changed to bring about a greater facility in mastering language skills remains a controversial issue. An extensive bibliography is attached. (WB) SPACE, TIME, AND DYSLEXIA: CENTRAL NERVOUS SYSTEM FACTORS IN READING DISABILITY* U.S. DEPARTMENT OF HEALTH, EDUCATION WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIV ED FROM THE PERSON OR Stanley Krippner, Ph.D. ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECES SARILY REPRESPOSITION OR POLICENT OFFICIAL OFFICE OF EDUMaimonides M CATION edical Center, Brooklyn, N. Y. Y. Human-behavior occurs in a matrix of time and space. Space involves the dimensions of distance, area, and volume; time is often LrN CV referred to as the "fourth'dimension," a dimension which is inextricably] O bound to the other three. Milliken (1962) has noted that space and CM time "are not at bottom independent of each other" and in relativity theory every object is a four-dimensional structure traveling in the four dimensional world of space-time (Einstein, 1956). Space is generally thought of as the three-dimensional. extension in which objects and events exist, occur, and have relative position and direction. Time is regarded as the measurable period during which an action, process, or condition exists, occurs, and continues. Both time and space are hypothetical constructs; as such, they are dependent upon human perception and human conceptualization for their deZiaition and use Some cultures-view time as linear, as evolving, as proceeding in direct temporal sequences which involve cause and effect relationships. CM Other cultures see time as cyclical, as repeating itself, as operating 00 This paper was 'prepared for presentation at a workshop on learning disabilities sponsored by Coney Island, Hospitaland.held, in Brooklymi N. Y., in December,'1969. The preparation of this paper was supported by a grant from the Society for Comparative Philosophy',, Sausalito,Calif. in a rhythm, the events of which are often acausal and synchronous. Scientific investigations indicate that both notions may have some validity; Darwin's theory of evolution supports the concept of linear time while Heisenberg's uncertainty principle, to some extent, negates