Twenty dyslexic and twenty normal children, matched for age and sex and with the same mean I.Q. were tested on their ability to learn letter names of Braille configurations presented visually or tactually and to Morse Code signals presented aurally. The dyslexic Ss learned fewer letters in all three modalities although for both groups the visual-verbal method was easiest. The deficits were not attributable to specific modality dysfunction nor to a failure of intersensory integration. More general encoding and retrieval difficulties appear to be implicated.
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Experimental and Cognitive Psychology
- Cognitive Neuroscience