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A .
KRASANAKIS DYSLEXIA & ILLIT |
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CHAPTER
A’ DYSLEXIA 1) About of dyslexia? Dyslexics are people of normal intelligence,
who have trouble reading and spelling. Some of them are even very
intelligent. Often dyslexics have other areas of cognition, where they are
gifted. Dyslexia is a severe reading problem of
neurological origin in a person with average or above average intelligence,
for which there are no other physical, medical, or psychological conditions
sufficiently serious to account for the language handling
deficits. Dyslexia causes difficulties in learning to
read, write and spell. Short-term memory, mathematics, concentration,
personal organisation and sequencing may also be affected. Dyslexia usually arises from a weakness in
the processing of language-based information. Biological in origin, it tends
to run in families, but environmental factors also contribute. Dyslexia is a neurological disorder with
biochemical and genetic markers. In its most common and apparent form, it is
a disability in which a person's reading and/or writing
ability is significantly lower than that which would be predicted by his or
her general level of intelligence. However, as has been discovered only in
the last decade, individuals may read and write perfectly and still have
dyslexia (see "characteristics" below). The term was coined in 1887. People are
diagnosed as dyslexic when their reading problems cannot be explained by a
lack of intellectual ability, inadequate instruction, or sensory problems
such as poor eyesight. Because reading is a complex mental process, dyslexia
has many potential causes. From a neurophysiological
perspective, dyslexia can be diagnosed by close inspection of the morphology
of the brain, usually upon autopsy. Dyslexia is also associated with
phonological difficulties, such as enunciation. Dyslexia is the special difficulty that
presents a lot of children at the transformation of oral speech in written or
from written speech in oral. Dyslexia
is presented in children, that while they are clever (intelligent) and knows
well the orally speech, do not learn well the written with the alphabetical
system of writing already from their first contact with this. SYMPTOMS OF DYSLEXIA The dyslexia is expressed in two levels, the
following: 1) In the passage from the written speech in
oral, that is to say when it reads the child, which are presented a lot of
errors and a lot of difficulties. 2) In the passage from the oral speech in
written, that is to say when they write, they are presented a lot of errors
and a lot of difficulties. Simpler, the word “dyslexia” is often used
to refer to reading problems, while the symptoms below indicate that a child
has dyslexia and therefore needs help: One of the most obvious — and a common —
telltale signs is reversals. People with this kind of problem often confuse
letters like b and d, either when reading or when writing, or they sometimes
read (or write) words like “rat” for “tar,” or “won” for “now.” Another sure sign, which needs no
confirmation by means of any form of testing, is elisions, which are when a
person sometimes reads or writes “cat” when the word is actually “cart.” Another sure sign is: Reads very slowly and hesitantly, who reads
without fluency, word by word, or who constantly loses his place, thereby
leaving out whole chunks or reading the same passage twice, has a reading
problem. The person may try to sound out the letters
of the word, but then be unable to say the correct word. For example, he/she
may sound the letters “c-a-t” but then say “cold.” Te person may read or write the letters of a
word in the wrong order, like “left” for “felt,” or the syllables in the
wrong order, like “emeny” for “enemy,” or words in
the wrong order, like “are there” for “there are.”
The person may read with poor comprehension,
or it may be that he remembers little of what he reads. The person may have a poor and/or slow
handwriting. Confusion of letters of alphabet with
numbers or reverse the letters and the numbers, writing eg 3 instead E, 9 instead 6, 12 instead
21. The person may have difficulties in the direction of writing
sounds of words and in the differentiation of soundly relative sounds of
words (b-f, g-h, f-v) The letters of alphabet are ugly,
disproportionate and illegibly. The writing is disorder (confusion), full
smudges or many erasing (deletions). She/he doesn’t begin with chapter letter the
proposal, they do not use points of punctuation or they stick the words
between them or with the articles or opposite they can separate word or in
syllables or anarchically (without
order, rank). - Usually, she/he do not put accentual marks
or him they put error Also the dyslexic children have other
problems, that in other they are in
bigger and others in smaller degree, that it should we know in order to us
they help also these in the localization of dyslexic child, as: _ She/he present
big difference between in oral and in the written speech (record). _ She/he
present disturbances of orientation and are complicated in the directions
in the right and left winger, in on – under, as well as in the configuration
of significances of size: big – small. _ She/he present
hyper moving, hypersensitivity in the criticism and problems of more
generally behaviour. - She/he tangle the words-significance, as
e.g. she/he wanting say e.g. "water" and she/he say
"river", because water is
the one and water the other or says "wade'". Similarly wanting she/hesay
"influence", she/he says "inclunce",
because the words resemble soundly and conceptually. - She/he show do not conceive simple mathematic
action or unable consolidate what is
taught. - She/he forget easily and ask also ask
again the same thing. - She/he cannot write his name from memory
or cannot remember poems or verses or measure from the 1-10…. 2) What they believed up to today for the dyslexia According to the books of Greek schools:
"A cause for this crisis could be considered distance that the various alphabetical
systems have from the writing... The oral speech is differentiated at the
geographic order and the geographic apartment and we permanently in develop
in the time, on the contrary the system of writing he is obligatorily public
for all the speakers and because the
persons are tied up sentimentally with the written form of words of their
language. We do not read letter to letter, but recognize forms of words as
totals with the same way that we recognize the persons of our friends. This
problem is exceeded with the suitable teaching, remains however for the
dyslexics students". A second,
and more essential, cause for the crisis schools it is that the critical reading
current as well as the written expression they are acquired faculties and no
innate, as the oral speech.... The world of writing is for the medium person
the world of unverifiable disagreement opinions... One French, German or
Greek needs twenty years, in order to it acquires complete occasion in the
written speech"... (Report-expression on the Lyceum, tey'hos
a', Hr. Tsola'ki D. Tompaidi....)
According to the G. Payli'di,
1978, the dyslexia is owed in erratic
the ocular movements, that is to say in that the optical system of dyslexic
children is different from not dyslexic. In the not dyslexic children first
reaches from the eyes in the brain the information of regional sight and then
central so that them it gives the time pre to process the information of next
word. In the dyslexic children opposite, it says k. Paylj'dis,
it reaches simultaneously with result floods the brain from information and
of be led to the confusion. Thus we have erroneous and beginning reading. According to the British professors Tzon Stajn and To'nj Monaco, the dyslexia has hereditary reasons. According to the American woman Dr Sali Se'rgujts, the
dyslexia it can be connected with the
structure of brain that is different in the physiologic persons and s’ those
that suffer from dyslexia. When dyslexic they read, they have decreased
activity, concerning the other, in the behind department of their brain – a
region that connects the faculty of with the faculty of writing – while they
present hyperactivity in the forward part of brain. More simply, the dyslexia
is owed in the un-regulation of departments of brain that is connected with
the reading. Accordingly, also, with the himself the department of brain that
presents abnormalities in the cases dyslexic, is the himself with this
that is accountable for alexia, only that in the case alexia’s the
problem is created because volume in the brain or problems of bleeding
(besmearing) of brain. According to other researchers the dyslexia
is a strange illness, oddity (strangeness) the nature, a training problem
that is owed, in the disturbance or in the lack of co-ordination psychic
moving (psyhokjnitjko). The dyslexic children activate
the right hemisphere the brain, while
their schoolteachers teach with way that means the left-winger hemisphere,
something that appears from the hand
that uses the student. The dyslexic children are late they combine
information that emanates from two or more senses or needs a lot of time, in
order to they comprehend stimuli via the sight, the touch, the hearing and
movement. According to the Dr of Corrective Education
Mr of B. Simos the dyslexia is not illness, but
training problem that is cured, if it is diagnosed in time. The indifference
and the dulling lead to irreparable weaknesses. A lot of parents overlook the
symptoms that in time they warn for the no and so much good functional behaviour
of their child. They consider e.g. that is physiologic a child 5 or 6 years
he uses when the right and when the left winger hand, it does not know his
age, he is unable he is expressed etc. They believe that their child is still
very small and they transfer the problem that swell up later marking the
school record and wounding him psychjsm (psychical,
soul) the child. According to Geschwind , 1962, the
dyslexia is owed in neurological sub-function (ypolejtoyrgj'a).
According to Mr A. Tzj'fa
dyslexic it is unable it retains in his memory pictures of words and it
locates the errors in a word, it is unable it differentiates sounds of words
12#k.a. According to the occasionally statements of
Pan-Hellenic Association Logopedic men, the
convenient diagnosis of dyslexia is also the better solution of problem,
applying proportional method and anticipating other problems. However the who
precisely it is this method or who are precisely the courses of teaching that
should make a dyslexic' child, in order to it resolves his problem, us it
says, hence also this Association it is except reality. The alone official directive that exists
today in the schools for the dyslexic children is the following (Cf. Π.Δ. 465/81,
article 4, Π.Δ. 238/88, article 13): the dyslexic children
go to the same school with not dyslexic, in order to do not feel decreasingly,
and dyslexic are not examined in writing in the examinations only that
orally!
Consequently the Ministry of Education not only has not located in
that precisely to be owed the dyslexia, but also leaves in the chance and in
unskilled (parents and schoolteachers) resolves problem! 3) The real reasons and the treatment of dyslexia After the dyslexic student is a physiologic
intellectually child, however writes in one hand’ incorrectly,
ungrammatically (erg writes "won" instead "now") and in
other hand tangling them sounds of words (e.g. writes d instead th, h
instead g …), hence this student, does not exist doubt, that he is pretender
to scholarship, that is to say does not know well: a) distinguish sounds of words b) the equivalence sounds – letters, c) the rules with
which we put in the writing the unanimous letters of alphabet, the letter Ο instead Ω, Η instead Ι etc. Consequence of this is it suffers stress,
him it goes up the blood in the head and
as this sub-function the brain and does not know absolutely what makes
or it behaves - suffers that also those that suffers agoraphobia or panic.
Here it makes ugly letters, n’ avoids it writes, n’ acquires nervousness etc.
The reasons for which a child did not learn
well above (that is to say sounds of words, the equivalence of sounds of
words - letters, the rules etc.) so that it suffers dyslexia it can it
is a lot of, gentlemen however the
following: 1) His negligence or the bad environment
that lives (most of the dyslexic children emanate from problematic families,
that is to say are children abandoned or children of divorced parents or
children of parents that continuously are found in disputes etc.) 2) His sensitivity concerning stress that
him it causes in one hand the difficulty of learning of system of other
writing and in other hand the vague method of teaching that follows the
schoolteacher or his parent. Consequently dyslexia is no illness, but
training problem that is cured. For
the treatment of dyslexia is required in one hand convenient diagnosis
and in other hand: a) a schoolteacher
that would know very well it teaches with patience, insistence and rightly -
comprehensibly the system of writing (the sounds of words and letters, as
well as their rules of use. Theoretical and practically – with exercises) and
b) a sociologist -
psychologist for the children's
mental problems (if they exist) and the balance of environment of child. (For the right way of teaching of dyslexic
student, see in the book: "The Greek system of writing", A. Krasana'kis. It is marked that: 1) The dyslexic student resembles as if he
has psychological problems or in the course he loses the cohesion of his
thought, because it works under the state the superficial learning, hence
also insecurity - stress. ¶ma you are sensitive, as usually the dyslexic
children, and you do not know something well, when compete-contend or you it
asks your professor etc, you have fear, distress, insecurity, stress, hence
you lose the continuity, (connection, cohesion) or cohesion of your reason
etc, hence appear as mad etc. 2) The students with dyslexia have suffered
in the substance "block out", if we spoke with terms
electro-mechanics or something as those that suffer agoraphobia or panic or
vexation, moments at which him we lose also make a mess of it (to throw into
disorder) little or a lot. See and that: a) When we are unread (not having studied)
or enervated or impatient, we make errors, we do not learn etc. while on the contrary, when we are
calm, we see the life most beautiful, we make more beautiful letters or
drawings, we do not make a lot of errors, we learn more easily etc. For this
reasons 12#a'llwste and the speech, written and oral, each person it is also
considered mirror his soul. b) When us made nervous or scares something,
eg the difficulty of course or the bad
schoolteacher or the robber etc. we tangle or throw into disorder not only our speech, but also written us,
and our calculations etc. Until the orientation to us we lose. 3) The dyslexic children are quick-tempered
and at the same time do not know well the system of writing. Thus, when they
go they write or they read a text they suffer stress, it goes up the blood in
their head with consequence of neurological sub-function brain and
un-coordination their senses, consequently: Make ugly or erratic letters (good become
with constant hand and calm character). Do not see well or they are late they
combine information or stimuli that emanate from two or more senses or him
they receive error. Do not learn easily the equivalence sounds
of words – of letters or they cannot pronounce comfortably all sounds of
words or them tangle saying eg
"l» instead "r»..... Him touches panic with the books or the
schoolteacher and they easily put
cry etc. Make the fool or the old baby, in order to
they justify situation or as impasse, speaking "foolish” or stammering Be slow and clumsy, when they wear the shoes
or the clothes, they cannot use comfortably the scissors. Be complicated to button or they wear upside
down shoe or the clothes. _ They do not give the required attention
and it slacks keenness their. All go afterwards as chain. 4) The dyslexia would be owed in other
reasons (in the otherwise meaning – intelligent cerebral hemispheres etc., as
say "special" that saw more before), if: a) The same students were not clever in
other subjects (game, work etc.) and of course in the oral speech that is inexperiencedly difficult than written. Other you learn
the equivalence or right use of sounds of words - letters of alphabet and
other the equivalence or right use of tens of thousands of
words-significance. v) If the children with dyslexia presented
also other of intellectual level differences in relation to the other
children 5) Many consider as dyslexic children and
these with low intelligence, however this are error, because the dyslexia is
weakness of learning of reading and writing despite the existence of
physiologic intelligence and entireness of sensory bodies, as we saw more
before. 6) The dyslexic children are usually clever
(most clever), because they are quick-tempered (and in vigilance
psychological). As long as more sensitive is something so much better yield
has or more beautiful things it makes, however and so much more prone they
are in the damage (block out) 7) It is not solution we say that the
dyslexic children should not be examined in writing. The solution is located
in time the child with dyslexia and his him we cure. The localization of
dyslexic children will be supposed to become immediately in the first classes
of municipal school from the school advisers. 8) Writing – grammar is the first course
with which come in contact the children, hence s’ this suffer the first
stress. The stress this children that have also good schoolteacher, good
health – environment – intelligence etc. exceeding. What does not have remain
or misspelled, when stop the education completely, or misspelled,– dyslexic, what pay attention (mind) their education. 4) The dyslexia, the school books and the systems of writing If we observe when in who children it is
also presented the dyslexia, we will see that this is presented only in
students that are small and quick-tempered or with various psychological and
social problems because problematic environment (divorced parents, bad
parents etc.) and at the same time learn reading and writing with
alphabetical system of writing. Consequently deep, real reasons of
dyslexia it is the mental - intellectual
disturbance (nervousness – confusion) that causes: 1) The inconceivable historical writing (= the one with their
Latin alphabet), which with her horrible difficulty of learning causes
neurological sub-function in certain quick-tempered small students with
result then in written their or in their examination they very make a lot of
orthographic errors, erratic letters etc. Us how it is not disturbed intellectually or
how it occupies easily a small child the logic eg
the writing with the Latin characters, when in this writing other you say and
other clerks or other you hear and other clerks It received eg that in the English language we say "ai'nti'a, taita'n, cap, ghju'rop, se'xpjr.." and write " idea, titan, cup, Europe
" … that is to say" jnte'a, titan, kup, Euro'pe, Sakexpeer…, because these words emanate from the Greek
and Latin language, where there wrote-pronounced differently:" idea,
titan, kup(a) or cupa ,
Europe or Europa "… In the same writing this
letter can have also ten different accents, see: go, on, come, one, to, … where the letter O pronounce when o, when u, when ou, when a, when ua….
Consequently is required the suppression of historical writing of (this with
the Latin characters) and the establishment of Greek alphabet of - system of
writing. 2) The erroneous current Greek school
grammar, which with the arising ap’ this
inconceivable teaching fatal it causes neurological sub-function in certain
quick-tempered small students with result then many become dyslexic or
functional illiterates. On the other hand this it is also the cause that is
today not distributed book of writing (Grammatical) in the municipal schools.
Something error of course, as we will see in the book "False that is
said for the Greek writing and language», A. Krassanakis.
3) The erroneous way with which becomes
today the teaching of Greek writing. Today, as we know, in the schools the
writing is taught memories, that is to say with the placing in a row of
written words next to pictures or with we show in a child a written word and
him we ask him learn by heart etc, hence becomes as it becomes also with the
writing with Latin characters, hence with very time-consuming (thus it should
learn by heart the child a writing of words) and difficult way, if no error,
as we will see below. (For more see in the book: "The
Greek writing system",
by A. Krasana'kis. It is marked that: 1) The Greek writing, as we saw in the book
"the Greek system of writing", A. Krasana'kis,
are not in one hand something the difficult and in other something the vague
or ability that is unable they mean
certain children from working
and poor orders for social and individual reasons, as say certain school advisers (Cf.
"Modern Greek Language" H. Tsola'ki, D. Tompaj!di etc...), but
something easy and concrete, concrete symbols (letters A, B, Γ… = In Latin:
a, b, c…), concrete linguistic significances (verbs, substantives,
conclusions, subjects …) and concrete
rules of use (the rules: neutral they
are written with -o, the verbs with - ω.....: καλό, γέλιο, φυτό, τίμιο… καλώ, γελώ, φοιτώ… = in English: good, laughter, plant, honest.....
I call, I laugh, I study..., therefore
or you know these and clerks
or you know and clerks, otherwise
it does not become. : 2) If we throw a careful glance in the
current school grammatical, Greek and foreigners, we will see that in no one
it is not reported not only the orthographic rules, but also not precise
equivalence sounds of words – of letters, as well as the real number sounds
of words and letters. Others they say that sounds of words are 24, other 27,
other 5 that became 12 and afterwards 24….
Consequence of this they are the students are perplexed also other become
illiterates, other dyslexic and other functional illiterates. (More
however for this subject, see in the book "Falsies that are said for the Greek
script and Greek language"). |
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CHAPTER 2o ILLIT 1. About of illiteracy According to UNESCO: Illiterate is the person that is not
capable writes and it reads comprehending a simple and short report of makes
with regard to the daily life. Functional illiterate he is the person which
is not capable to practice all those
necessary activities for which is essential her knowledge writing and
reading for the interest of her good operation team and his community, as
well as in order to him they allow continue reading and writing so much for
his own growth of what his community.
According to the Greek popular perception: άνθρωπος αγράμματος ξύλο απελέκητο». (=
Unlettered man, (is) timber unhewn, blockhead.) That is to say the illiterate person is the
one that, while it reached in a big age, does not know nor it writes neither
it reads also consequently it cannot save up his experience or
invoke the experience of other with the reading etc., hence it has
been placed in second fate, so much in the work and production
what in the spectacle and entertainment. 2. The reasons and the treatment of illiteracy The illiteracy is created because the abstention
illiterates at the children's age from the school for various reasons, as:
because war (hence closure of schools), professional Status, social and geographic
conditions, poverty of (weakness of payment of tuition fees), health
(illnesses that involve absences from the course, problems of sight or
hearing). A) The Greek illiteracy and his cracking
down on According to the General Secretariat of
Popular Training in Something unacceptable and for this is not
to be blame no other only that the bad perception that has the Ministry
Education and our academic professors for the Greek system of writing many
years now. Today in Him it does not make however, because with
the way that teaches the Ministry and the University the Greek system of
writing (it teaches memories, as with the writing with the Latin characters,
as we will see in other part.) is durable (chronic) required learning (6
years, those who the years of Municipal school), hence impossible certain big
it now dedicates so much big time interval for something that to him will not
bring immediately economic result. It is marked that: 1) The Greek
system of writing is not only perfect, but also easy, light, it is learned in
30 hardly thinly (Cf. the Greek system of writing, A. Krasana'kis).
However in order that it is reported - it is taught in current school
grammatical he becomes unacceptable so that certain children they suffer
repulsion or phobia, hence insecurity, stress etc. with consequence the
dyslexia or their illiteracy (if they withdraw completely from school). 2) Do not exist students clumsy that are
unable they mean the mechanisms of Greek writing (if was, would mean also the
language, that is not inexperiencedly difficult), but
exist simply erroneously and unacceptable school books because Erasmus, hence
also unacceptable school education and for this reason we have: a) Disability of student to conceive the
mechanisms of writing or repulsion and antipathy for learning and school,
hence illiteracy or dyslexia from the unacceptable teaching. b) Chronic education, c) Of lost a lot of time of schoolteacher,
in order to it gives in the student to occupy mechanically something, while
these hours it could him teach something else or deal with individual
problems of students. And so much other. They go as chain. (More cf.
"Dyslexia") B) The foreigner illiteracy and his cracking down on In the foreigner languages (Chinese, English
etc.) the illiteracy is in very big degree because the difficult and
unacceptable systems of writing that they have, which create abomination in
the student. The Chinese’s, the Japans… and other populations write
ideographically, hence m’ a system of writing too much difficult and
time-consuming in his learning. In order to can somebody write and read m’
this Chinese ideographic system, will be supposed know-to learn
somewhere 30.000 - 50.000 ideograms, hence a enormous sum on the memory of
student, hence how is not created there abomination in the students and
millions illiterates or dyslexics'. The populations that writes with the Latin
characters (English men, Dutch etc.) writes historical, that is to say with
memorization as picture of writing the Latin and Greek words (despite that in
their country pronounce differently the same words), eg:
ιδέα, Ευρώπη, οικονομία, cupa, Italia… > idea, Europe, economy, cup, Italy…. Consequently in order to learns eg somebody English student it writes and it reads with
this system, it will be supposed mentioned a writing of all words, as eg the word «γιούροπ» = Europe (from Greek «Ευρώπη»)), something
as becomes with the memorization of ideograms. There for something difficult
and time-consuming, after are thousands words-writing, hence this system
fatal create antipathy and abomination in a lot of students, hence creates
from only his illiteracy or dyslexia. Do the Indians, the Arabs... and other
populations write syllabic, with base the pacts, hence with primitive and too
much difficult and time-consuming in his learning system of writing, hence
how aren't created and here repulsion and illiteracy? (More cf. in the book
"World Writing", A. Krasana'ki.) Conclusion: In order to is
been tough with the illiteracy in the foreigner languages and writings, will
be supposed their populations to change their system of writing, as said the
older linguists. OBSERVATION: The Chinese’s wanted sometimes
they suppress their ideographic writing and they write alphabetical with the
Latin alphabet. However this was not realized, because those that dealt with
the subject faced very many homophones (same sounds words, unanimous) words
and did not know how they exceed this problem. Naturally this problem for the
Greek system of writing is game, because it allocates orthographic points
(apostrophe, accentual marks, dialytica, resolvents etc.) and orthographic letters (the unanimous,
homophones letters ο & ω, η & υ & ι…) that they enter in the homophones (same
sounds words) words for discrimination and this no accidentally, but depending
on the part of speech, the press and the sound passions of words and thus is
untied the problem same sounds words. Of course the unanimous words of
language of are not same part of speech and if they are they are not same
fall or number, therefore writing the words depending on the unanimous
letters ω & ο, αι & ε, ι & υ, η…(where they do not reach them we use also the
otherwise accentual marks or the spirits) and is untied the problem.
Consequently we recommend in the Chinese’s they are consulted one good Greek
grammatical, if they want indeed they change their primitive system of writing. |