＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊
彡彡人ミミ 彡彡彡彡彡
｜ ⌒ ⌒ ｜ MM ⌒ ⌒ MM
ｑ ０―０ ＭＭＭＭＭ ∩ ∩ MM ｍ
（″ ▽ M ⌒ ⌒ M″ ｖ ゛）／￣）
凸／Σ▽乃ｑ ・ ・ ｐ￣Σ▽乃￣｀ ／
＼ ／（″ ▽ ゛）＼ 厂￣偶
＝＝＝○＝＝＝＝＝＝＝○＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
子育て最前線の育児論ｂｙはやし浩司 ６月 ２８日号
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
━━━━━━━━━━━━━━━━━━¬¬¬¬¬――――――――――――――
★★★★★★★★★★ＨＴＭＬ版★★★★★★★★★★★
マガジンを、カラー版でお楽しみください。（↓）をクリック！
http://bwhayashi2.fc2web.com/page027.html
メルマガ（６万３０００誌）の中で、２００８年度、メルマガ・オブ・ザ・イヤーに
選ばれました！
【１】（子育てのこと）□□□□□□□□□□□□□□□□□□□□□□□□□□□□
●読み・書きのできない子どもたちと、その診断
＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋
日本人の５％前後、アメリカ人の
１０～１５％が、難読症もしくは
失読症と言われている。
＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋
【識字障害・文献資料】（「Ｂｒａｉｎ －Ｍｉｎｄ Ｃｏｍ．、アメリカの文献より）
http://brainmind.com/Dyslexia43.html
Dyslexia & Alexia
From: Neuropsychiatry, Neuropsychology, Clinical Neuroscience (Williams & Wilkins,
1996)
by Rhawn Joseph, Ph.D.
Dyslexia（難読症） & Alexia（失読症）
The Inability to Read （読むことができない人たち）
Dyslexia is a disturbances in the ability to read, whereas alexia refers to a complete loss
of reading ability. In general, whereas dyslexia is primarily a congenital disturbance,
alexia is an acquired disorder and is due to a neurological injury generally in the
vicinity of the temporal, occipital, parietal lobe. ALEXIA
難読症というのは、読解力が混乱した状態をいう。
失読症というのは、読解力が完全に欠落した状態をいう。
There are a variety of theories which purport to explain the mechanisms involved in
reading and the comprehension of written language. Reading, of course, requires
activation of the visual areas in the occipital and temporal lobes, so that the symbolic
form of the letter or word is perceived, which in turn enables the viewer to determine
that the form is a letter or a series of letters making up a word.
However, not only must letters or groups of letters be recognized and their temporal
order ascertained (referred to as "orthographic" processing); but there must be semantic
processing. That is, the letters and words are perceived and then the relation of a series
of letters or words to each other are recognized so that the meaning of the word or
sentence can be derived.
Words are not only seen and thus read, but the sound of the written word, as it is read
(or written) may "be heared" within the privacy of one's head. This is referred to as the
"phonological" aspect of reading.
The phonological stages of reading and linguistic analysis involves activation of
Wernicke's receptive speech area (in the temporal lobe) and Broca's expressive speech
area (in the frontal lobe). In some cases, individuals will move their lips as they read,
which is due to activation and participation of Broca's area which programs the oral
musculature for the purposes of speech.
Yet another region of the brain that contributes significantly to reading ability is the
inferior parietal lobe (IPL). The IPL becomes highly active when reading, as
demonstrated by functional imaging (Demonet, et al., 1994; Paulesu, et al., 1993; Price,
1997).
Different regions of the brain, therefore, interact during various stages of reading, such
that in consequence, abnormalities of or lesions to different areas can result in different
types of reading abnormalities.
For example, a small lesion to one area of the brain, may result in an inability to
recognize sentences or long words, whereas the ability to recognize letters and short
words remains intact. With damage to yet another brain area, the patient may suffer
fraom an inability to derive semantic meaning from words once they are read.
In some cases,the patient may lose the ability to read, but retains the ability to write,
and can spell and write the very words he cannot read. (Coltheart, 1998; Miceli et al.,
1999; Miozzo & Caramazza, 1998; Goodglass & Kaplan, 2000).
For example, injuries the left IPL can disrupt the ability to read and spell. This is
because the IPL matches auditory images to visual images and associates both so as to
form multimodal concepts including those necessary for reading and the comprehension
of written language. However, this disorder is due not only to IPL damage, but to
disconnection from the occipital and temporal lobes which perform visual and auditory
functions.
Damage to the IPL or to the superior temporal lobe, can also disrupt the ability to spell
by sound and to engage in phonological processing, such that patients can no longer
hear (in their head) the sound of the words they are reading, nor can they match the
sounds they hear to the visual-motor components of reading (the generation and
comprehension of visual symbols, i.e. words and letters).
The Loss of the ability to engage in phonological processing or to spell by sound is a
common feature of dyslexia and alexia (Brady & Shankweiler, 1991; Miceli et al., 1999)
and is common with middle temporal lobe injuries.
Injuries to Wernicke's area (and thus the left superior temporal lobe) also disrupts
reading, writing, and all aspects of linguistic comprehension. Not only is reading
compromised but patients may lose the ability to comprehend spoken language.
Individuals diagnosed as suffering from developmental dyslexia have frequently been
found to have abnormalities in temporal lobe and IPL , 1997) as well as in the IPL and
left superior temporal lobe (Denays et al., 1989; Galaburda et al., 1985); Rumsey et al.,
1992; Tzourio et al.,1994). The IPL and the temporal lobe thus appear to be the primary
structures involved in reading.
The IPL, middle temporal lobe, and Wernicke's area are richly interconnected, and in
some respects coextensive. These areas are also linked to Broca's Expressive speech
area and the frontal motor areas, which is why some people move their lips when they
read.
THE NEUROLOGY OF READING.
（神経病学からの考察）
From a neurodynamic perspective the process of reading involves the perception and
analysis of visual impulses in the primary and association visual receiving areas (in the
occipital lobes). This information is next transferred to the visual association cortex
where higher level information processing is carried out and visual associations formed.
These visual associations are next transmitted to a variety of areas (Haxby, et al., 1991;
Peterson, et al., 1988, 1990; Price, 1997; Zeki, 1997) including Broca's and Wernicke's
area, the inferior and middle temporal lobe and the IPL. It is in these latter cortical
regions where multimodal and linguistic assimilation take place so that the auditory
equivalent of the visual stimulus may be retrieved. That is, via these interactions visual
grapheme clusters become translated into phonological sound images. In this manner
we know what a written word looks and sounds like. It is also possible, however, to
bypass this phonological transcoding phase so that word meanings can be directly
accessed (i.e. lexical reading).
彡彡人ミミ 彡彡彡彡彡
｜ ⌒ ⌒ ｜ MM ⌒ ⌒ MM
ｑ ０―０ ＭＭＭＭＭ ∩ ∩ MM ｍ
（″ ▽ M ⌒ ⌒ M″ ｖ ゛）／￣）
凸／Σ▽乃ｑ ・ ・ ｐ￣Σ▽乃￣｀ ／
＼ ／（″ ▽ ゛）＼ 厂￣偶
＝＝＝○＝＝＝＝＝＝＝○＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
子育て最前線の育児論ｂｙはやし浩司 ６月 ２８日号
＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝＝
━━━━━━━━━━━━━━━━━━¬¬¬¬¬――――――――――――――
★★★★★★★★★★ＨＴＭＬ版★★★★★★★★★★★
マガジンを、カラー版でお楽しみください。（↓）をクリック！
http://bwhayashi2.fc2web.com/page027.html
メルマガ（６万３０００誌）の中で、２００８年度、メルマガ・オブ・ザ・イヤーに
選ばれました！
【１】（子育てのこと）□□□□□□□□□□□□□□□□□□□□□□□□□□□□
●読み・書きのできない子どもたちと、その診断
＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋
日本人の５％前後、アメリカ人の
１０～１５％が、難読症もしくは
失読症と言われている。
＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋＋
【識字障害・文献資料】（「Ｂｒａｉｎ －Ｍｉｎｄ Ｃｏｍ．、アメリカの文献より）
http://brainmind.com/Dyslexia43.html
Dyslexia & Alexia
From: Neuropsychiatry, Neuropsychology, Clinical Neuroscience (Williams & Wilkins,
1996)
by Rhawn Joseph, Ph.D.
Dyslexia（難読症） & Alexia（失読症）
The Inability to Read （読むことができない人たち）
Dyslexia is a disturbances in the ability to read, whereas alexia refers to a complete loss
of reading ability. In general, whereas dyslexia is primarily a congenital disturbance,
alexia is an acquired disorder and is due to a neurological injury generally in the
vicinity of the temporal, occipital, parietal lobe. ALEXIA
難読症というのは、読解力が混乱した状態をいう。
失読症というのは、読解力が完全に欠落した状態をいう。
There are a variety of theories which purport to explain the mechanisms involved in
reading and the comprehension of written language. Reading, of course, requires
activation of the visual areas in the occipital and temporal lobes, so that the symbolic
form of the letter or word is perceived, which in turn enables the viewer to determine
that the form is a letter or a series of letters making up a word.
However, not only must letters or groups of letters be recognized and their temporal
order ascertained (referred to as "orthographic" processing); but there must be semantic
processing. That is, the letters and words are perceived and then the relation of a series
of letters or words to each other are recognized so that the meaning of the word or
sentence can be derived.
Words are not only seen and thus read, but the sound of the written word, as it is read
(or written) may "be heared" within the privacy of one's head. This is referred to as the
"phonological" aspect of reading.
The phonological stages of reading and linguistic analysis involves activation of
Wernicke's receptive speech area (in the temporal lobe) and Broca's expressive speech
area (in the frontal lobe). In some cases, individuals will move their lips as they read,
which is due to activation and participation of Broca's area which programs the oral
musculature for the purposes of speech.
Yet another region of the brain that contributes significantly to reading ability is the
inferior parietal lobe (IPL). The IPL becomes highly active when reading, as
demonstrated by functional imaging (Demonet, et al., 1994; Paulesu, et al., 1993; Price,
1997).
Different regions of the brain, therefore, interact during various stages of reading, such
that in consequence, abnormalities of or lesions to different areas can result in different
types of reading abnormalities.
For example, a small lesion to one area of the brain, may result in an inability to
recognize sentences or long words, whereas the ability to recognize letters and short
words remains intact. With damage to yet another brain area, the patient may suffer
fraom an inability to derive semantic meaning from words once they are read.
In some cases,the patient may lose the ability to read, but retains the ability to write,
and can spell and write the very words he cannot read. (Coltheart, 1998; Miceli et al.,
1999; Miozzo & Caramazza, 1998; Goodglass & Kaplan, 2000).
For example, injuries the left IPL can disrupt the ability to read and spell. This is
because the IPL matches auditory images to visual images and associates both so as to
form multimodal concepts including those necessary for reading and the comprehension
of written language. However, this disorder is due not only to IPL damage, but to
disconnection from the occipital and temporal lobes which perform visual and auditory
functions.
Damage to the IPL or to the superior temporal lobe, can also disrupt the ability to spell
by sound and to engage in phonological processing, such that patients can no longer
hear (in their head) the sound of the words they are reading, nor can they match the
sounds they hear to the visual-motor components of reading (the generation and
comprehension of visual symbols, i.e. words and letters).
The Loss of the ability to engage in phonological processing or to spell by sound is a
common feature of dyslexia and alexia (Brady & Shankweiler, 1991; Miceli et al., 1999)
and is common with middle temporal lobe injuries.
Injuries to Wernicke's area (and thus the left superior temporal lobe) also disrupts
reading, writing, and all aspects of linguistic comprehension. Not only is reading
compromised but patients may lose the ability to comprehend spoken language.
Individuals diagnosed as suffering from developmental dyslexia have frequently been
found to have abnormalities in temporal lobe and IPL , 1997) as well as in the IPL and
left superior temporal lobe (Denays et al., 1989; Galaburda et al., 1985); Rumsey et al.,
1992; Tzourio et al.,1994). The IPL and the temporal lobe thus appear to be the primary
structures involved in reading.
The IPL, middle temporal lobe, and Wernicke's area are richly interconnected, and in
some respects coextensive. These areas are also linked to Broca's Expressive speech
area and the frontal motor areas, which is why some people move their lips when they
read.
THE NEUROLOGY OF READING.
（神経病学からの考察）
From a neurodynamic perspective the process of reading involves the perception and
analysis of visual impulses in the primary and association visual receiving areas (in the
occipital lobes). This information is next transferred to the visual association cortex
where higher level information processing is carried out and visual associations formed.
These visual associations are next transmitted to a variety of areas (Haxby, et al., 1991;
Peterson, et al., 1988, 1990; Price, 1997; Zeki, 1997) including Broca's and Wernicke's
area, the inferior and middle temporal lobe and the IPL. It is in these latter cortical
regions where multimodal and linguistic assimilation take place so that the auditory
equivalent of the visual stimulus may be retrieved. That is, via these interactions visual
grapheme clusters become translated into phonological sound images. In this manner
we know what a written word looks and sounds like. It is also possible, however, to
bypass this phonological transcoding phase so that word meanings can be directly
accessed (i.e. lexical reading).