What Is Dyseidetic Dyslexia?
The terms dysphonetic and dyseidetic are words used to describe types of dyslexia.
Dysphonetic dyslexia, also called auditory dyslexia, refers to a difficulty connecting sounds to symbols. The child might have a hard time sounding out words, and spelling mistakes would show a very poor grasp of phonics.
The dyseidetic child, on the other hand, generally has a good grasp of phonetic concepts. The prominent characteristic of the dyseidetic is the inability to revisualize the gestalt of the word. Usually, the child has little difficulty spelling words which may be long but are phonetically regular. It is the small but irregular nonphonetic words, such as what, the, talk, does, that create the greatest difficulty for this child.
Author Corinne Roth Smith lists the reading and spelling patterns of children with dyseidetic dyslexia (also called visual dyslexia):
- Confusion with letters that differ in orientation (b-d, p-q).
- Confusion with words that can be dynamically reversed (was-saw).
- Very limited sight vocabulary; few words are instantly recognized from their whole configuration ó they need to be sounded out laboriously, as though being seen for the first time.
- Losing the place because one doesnít instantly recognize what had already been read, as when switching oneís gaze from the right side of one line to the left side of the next line.
- Omitting letters and words because they werenít visually noted.
- Masking the image of one letter, by moving the eye too rapidly to the subsequent letter, may result in omission of the first letter.
- Difficulty learning irregular words that canít be sounded out (for example, sight).
- Difficulty with rapid retrieval of words due to visual retrieval weaknesses.
- Visual stimuli in reading prove so confusing that it is easier for the child to learn to read by first spelling the words orally and then putting them in print.
- Insertions, omissions, and substitutions, if the meaning of the passage is guiding reading.
- Strengths in left hemisphere language-processing, analytical and sequential abilities, and detail analysis; can laboriously sound out phonetically regular words even up to grade level.
- Difficulty recalling the shape of a letter when writing.
- Spells phonetically but not bizarrely (laf-laugh; bisnis-business).
- Can spell difficult phonetic words but not simple irregular words.