Visuo-spatial discrimination and mirror image letter reversals in reading.
This review compares visuo-spatial and linguistic mechanisms for discriminating between mirror image letters. The conclusion is drawn that both processes play a role in efficient reading, their relative contributions varying with reading experience and ability. It is shown that arguments used to reject visuo-spatial theories in mirror image letter reversals are flawed. Attention is drawn to the importance of visuo-spatial discrimination of mirror image letters, based on confident left/right body awareness, for beginning readers and for older children who are deficient in compensatory linguistic skills. When confused left/right body awareness is found in association with reversal problems, there is an indication to provide remediation that includes the promotion of mirror image letter discrimination based on confident left/right body awareness. Early intervention (pre-school and infants class) programs that teach left/right body awareness as a pre-reading skill are justified when the progress of beginning readers is facilitated and the need for remedial intervention is reduced in later years.
McMonnies
C W
CW
University of New South Wales, School of Optometry, Kensington, Australia.
D002648:Child; D004292:Dominance, Cerebral / Q000502:physiology*; D004410:Dyslexia / Q000503:physiopathology; D006801:Humans; D011932:Reading; D013028:Space Perception / Q000502:physiology*; D014796:Visual Perception / Q000502:physiology*