A Solution to the Riddle Dyslexia

409 Pages·1980·10.704 MB·English

by  Harold N. Levinson M.D. (auth.)

A Solution to the Riddle
Dyslexia
Harold N. Levinson, M. D.
A
Solution to
the Riddle
Dyslexia
With 95 illustrations
Springer-Verlag
New York Heidelberg Berlin
Harold N. Levinson, M.D.
Clinical Associate Professor of Psychiatry
New York University Medical Center
New York, New York
Library of Congress Cataloging in Publication Data
Levinson, Harold N
A solution to the riddle dyslexia.
Bibliography: p.
Includes index.
I. Dyslexia. 2. Cerebellum-Diseases. I. Title.
R]496.A5L48 616.85'53 80-21589
All rights reserved.
No part of this book may be translated or reproduced in any form without written
permission from Springer-Verlag.
The use of general descriptive names, trade names, trademarks, etc. in this publica·
tion, even if the former are not especially identified, is not to be taken as a sign
that such names, as understood by the Trade Marks and Merchandise Marks Act,
may accordingly be used freely by anyone.
© 1980 by Springer-Verlag New York Inc.
Softcover reprint of the hardcover 1s t edition 1980
98765
ISBN-13: 978-1-4613-9776-2 e-ISBN-13: 978-1-4613-9774-8
OOI: 10.1007/978-1-4613-9774-8
To "Diggy", Laura, and Joy,
three loving and beautiful girls
Contents
I The Riddle Dyslexia and a Solution: An Introductory
Sketch I
Historically Rooted Assumptions 2
The Diagnostic Void in Dyslexia 6
Psychogenic Reflections and Conceptualizations 8
The Cortical Physiologic Hypotheses 11
Pre-solution Questions and Speculations 16
A Solution 20
2 The Spectrum and Panorama of Dyslexia: The Retrospective
Study 25
The Nuclear Symptomatic Complex in Dyslexia 27
Psychogenic and Neurophysiologic Correlations 51
The Circular Logic in Dyslexic Research 52
Positive Cerebellar-Vestibular Correlations 53
=
The Retrospective Study (N 1) 64
Conclusion 71
3 Neurophysiologic and Etiologic Correlations in Dyslexia: The
Prospective Study 73
Sample 73
Frequency Distribution of Cerebellar-Vestibular, Cortical, and
Nonlocalizing CNS Findings 74
A Quantitative Analysis of the Nuclear Symptomatic Complex in
Dyslexia 79
Etiologic Considerations and Correlations 88
Summary 105
viii A Solution to the Riddle Dyslexia
4 A Cerebellar-Vestibular Hypothesis of the Dyslexic Reading
Disorder 107
The Role of the Cerebellar-Vestibular Circuits in Ocular Fixation,
Tracking, and Processing 108
A Clinical Exception Highlights the Cerebellar-Vestibular Rule 113
Summary Il6
Addendum 116
5 Validation of the Dyslexic Reading Hypthothesis: The Staten
Island Study 123
Theoretical Considerations 123
Methodology 124
Statistical Methods and Analysis 129
Proof of a Subclinical Nystagmus in Dyslexia 137
Summary 142
Addendum 142
6 Blurring-Speed Distribution in a Kindergarten Population:
The Queens Study 145
Variations in the Blurring-Speed Methodology-Queens Versus Staten
Island Studies 146
Methodology and Procedure 147
Statistical Data Analysis 150
Reliability and Unreliability of Blurring-Speed Data 157
Summary 161
7 Compensatory Tracking and Reading Scores in Dyslexia 163
Compensatory Tracking in Dyslexia 165
Symptomatic Fluctuations in Dyslexia 168
Reading Scores and Dyslexia 169
The Fallacy of Reading-Score-Dependent Defini tions of Dyslexia 172
The Statistical Rule and Its Exceptions Define Dysmetric Dyslexia 177
8 The Clinical Blurring-Speed Study 185
Sample 186
Methodology 186
Statistical Overview 187
Statistical Analysis and Results 188
Summary 200
Contents ix
9 Ocular-Motor Tracking Patterns in Dyslexic and Normal
Individuals 203
Initial Attempt at Classification 203
A Second Attempt at Classification 207
A Third Attempt at Classification 212
Practical Therapeutic Applications 221
Summary 222
10 Clinically and Theoretically Derived Cerebellar
Functions 223
The Cerebellum as Dynamic Sensory-Motor Foreground/Background
Filter 224
Speculations on the Role of the Cerebellum in Modulating Conscious and
Nonconscious Perception 229
A New Theory of Motion-Sickness Mechanisms 231
11 Anti-Motion Sickness Medications in Dyslexia 235
Sample and Methodology 236
Quantitative and Qualitative Results 237
Electronystagmographic and Blurring-Speed Pharmacologic
Correlations 252
Central Versus Peripheral Processing Mechanisms 253
"If the Facts Do Not Fit the Theory, Then the Facts Are Wrong" 253
A Methodologic Explanation 255
Summary 257
12 The Cerebellar-Vestibular Role in Phobias and Related
Mental Events 259
Methodology and Results 261
The Traditional Psychoanalytic View of Phobias, Conversion Hysteria,
and Anxiety Neuroses 263
Clinical Neurodynamics Versus Single Neuron Potentials 265
Symbolic Representations of Somatic Dysfunction 268
Emotional and Behavioral Symptoms of Cerebellar-Vestibular
Dysfunction 271
Summary of Neurodynamic Hypotheses 273
The Foreground Content of a Qualitative Dyslexic Case Study 276
Electromagnetic, Somatic, and Mental Correlations and
Transformations 282
Summary 285
x A Solution to the Riddle Dyslexia
13 Criticism and Its Analysis 287
Background to the Orton Society Meeting of 1975 289
The Orton Society Meeting 293
Resistance Forces in Neurophysiologic Research in Dyslexia 301
Summary 304
14 A Cosmic Field Theory of Mind 305
Mind's Data Base and Its Analysis 306
Biological and Clinical Observations 306
An Attempt at Scientific and Religious Integration 315
Summary 316
Postscript 317
15 A Summary in Cosmic Perspective 321
Appendix A. Joan's Case History: Independent Ophthalmologic,
Psycho-Educational, and Optometric Evaluations 323
Appendix B. Verbatim "Blind" Cerebellar Dyslexic Data in 22
Dyslexic Children 327
Appendix C. Retrospective Qualitative Analysis of Six
Complete "Blind" Neurologic Reports 339
Appendix D. Caloric Vestibular Stimulation and the
Electronystagmographic Methodology 361
Appendix E. Dyslexia and So-Called Normal Neurologic
Examinations 369
Appendix F. Glossary 371
References 379
Index 391
Preface
Dyslexia was first described by two English physicians, Kerr and Morgan,
in 1896. Interestingly, the structural cortical hypothesis initially proposed
by Morgan is still held in wide esteem, albeit in slightly modified forms.
Despite 80 years of escalating research efforts and mounds of correspond
ing statistics, there continues to exist a perplexing diagnostic-therapeutic
medical void and riddle in which dyslexics can neither be scientifically
distinguished from other slow learners nor medically treated; and patho
gnomonic clinical signs remain as elusive as a suitable neurophysiologic
conceptualization.
This book is the outcome of a IS-year-Iong search for a solution to the
riddle characterizing dyslexia. All of my initial attempts at re-exploring the
safe old (cortical, psychogenic, etc.) dyslexic paths and ideas led nowhere.
Something new was needed. Children and adults were suffering. Educators
and parents were bewildered. Answers were needed. The government man
dated equal education for the learning disabled. Clinicians were waiting.
And traditionalists remained fixated to the theoretical past and blind to
the clinical dyslexic reality.
A Solution to the Riddle Dyslexia evolved slowly and "dysmetrically."
Scientific confusion and "tripping" were commonplace. Historically ac
cepted convictions were held with perseverative force. Resistance to mean
ingful change and integration was intense. Interdisciplinary dissention and
rivalry were found significantly competing wi th cooperative efforts. Scientific
bias and tunnel vision periodically reigned supreme, often playing havoc
with the collection and interpretation of facts. So-called paradoxical and
statistically atypical findings were frequently ignored or denied rather than
explored and integrated into the clinical-theoretical mainstream. Larger
and larger samples were required to provide both a depth and panorama
missing from the historical or traditional perspectives of dyslexia and
dyslexics.
This book is written in a manner depicting my original investigations,
xii A Solution to the Riddle Dyslexia
data, reasoning, errors, and resistances toward reaching a meaningful and
comprehensive solution. All too often a solution was at hand only to
partially dissolve and "blur out" amid periodic flurries of seemingly
contradictory information and bursts of "scientific" criticism.
Ironically enough, a solution would never have materialized were it not
for the challenge and stimulation provided by unexpected and seemingly
unexplainable findings and criticism. In many ways, the analysis of con
fusing data and/or critical resistance proceeded in a manner similar to the
analysis of neurotic symptoms and dreams-from the clinically bewildering
defensive perimeter to its latent or subclinical central core. As a result of
this analysis, almost all traditional assumptions and convictions as to the
nature of dyslexia were surprisingly found to be based on highly selective,
biased, and minimal sampling. Interestingly, highly charged and/or con
fusing content invariably served as a guide to the unknown; and its scientific
pursuit led to horizons never before contemplated or explored-eventually
leading me to a new, holistic, cosmic perspective of dyslexia.
Although the data and conceptualizations derived from this investigation
appear to provide a solution to the dyslexic riddle, I am keenly aware that
all solutions are incomplete and that multiple solutions may exist. Ac
cordingly, this book is entitled A Solution-rather than The Solution-to
the Riddle Dyslexia.
I truly hope the reader will utilize the content of this book so as to
further expand and modify my current 1980 "dyslexic" horizons and con
ceptualizations-and thus maintain and even catalyze the forward mo
mentum of the infinite scientific continuum.