Visual-spatial dyslexia: A neuropsychological case report.

Hooper, Stephen R.; Hynd, George W.; Tramontana, Michael G.

doi:10.1037/h0091735

Neuropsychology

1988

DOI: 10.1037/h0091735

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Visual-spatial dyslexia: A neuropsychological case report.

Stephen R. Hooper¹,

George W. Hynd²,

Michael G. Tramontana³

Abstract: This case study presents the neuropsychological profile of a 13-year-old adolescent male with visual-spatial dyslexia. Pertinent background information and test results are integrated to illustrate the specific neuropsychological profile of a unique dyslexic subtype. Discussionfocuses on how well this selected case typifies the descriptions put forth in the literature regarding visual-spatial dyslexia.

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Cited by 3 publications

References 15 publications

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Attentional processes and dyslexia

Whyte

1994

Cognitive Neuropsychology

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This review of attentional processes related to dyslexia examines the nature of the "attention" needed to acquire reading skills and proposes a definition of attention that combines elements of neurobiology and neuropsychology. Evidence for a relationship between reading problems and deficits in auditory and/or visual processing circuitry, which could be labelled "attentional deficits" is then outlined, and the final section reports research on possible underlying causes of the deficits from the fields of visual perceptual processing, neurophysiology, and neuroanatomy, and advances in the field of nonlinear dynamical theory, which may contribute eventually to our understanding of the temporal dynamics of neural systems in which "attention" is currently thought to play a part.

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Attentional processes and dyslexia

Whyte

1994

Cognitive Neuropsychology

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Academic Achievement and Attention-Deficit/Hyperactivity Disorder in Children with Left-or Right-Hemisphere Dysfunction

Branch

Cohen²,

Hynd

1995

J Learn Disabil

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The neuropsychological investigation of learning disabilities has contributed much toward a more complete understanding of how the hemispheres are functionally organized and how differences in this functional organization may affect differential patterns of learning and behavior. It has been suggested that right-hemisphere dysfunction increases the likelihood of difficulty with attention/concentration and of overactive behavior, and interferes with arithmetic calculation more readily than reading and spelling. The present study examined the influence of right-versus left-hemisphere neuropsychological dysfunction on academic achievement and attention using two groups of children with learning disabilities and a group of nondisabled children. Results provide limited support for the hypothesis that the right hemisphere subserves attention and concentration. No support was found for the hypothesis that right-hemisphere deficits are more frequently associated with deficient arithmetic calculation, as opposed to reading and spelling performance. Results are discussed in the context of previous research on right-hemisphere dysfunction and learning disabilities.

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Relations of Cognitive Functions Associated with the Frontal Lobes and Learning Disorders in Children

Wolfe

1996

Psychol Rep

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Various cognitive processes associated with the frontal lobes and their influence upon learning and learning disorders in children were investigated. Subjects were 29 7- to 12-yr.-old boys and girls. Analysis of variance suggested that, as a group, the learning-disabled children scored lower on tasks with a high demand for selective attention, ability to inhibit interference, sequential reasoning, and integration and organization of new information--cognitive functions commonly attributed to the frontal lobes. The relationship of these cognitive functions to acquisition of basic academic skills is discussed.

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Visual-spatial dyslexia: A neuropsychological case report.

Cited by 3 publications

References 15 publications

Attentional processes and dyslexia

Attentional processes and dyslexia

Academic Achievement and Attention-Deficit/Hyperactivity Disorder in Children with Left-or Right-Hemisphere Dysfunction

Relations of Cognitive Functions Associated with the Frontal Lobes and Learning Disorders in Children

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