（１）

VERBAL ALEXIA

When patienta are able to read and recognize letters but are unable to comprehend or
recognize whole words they are said to be suffering from verbal alexia. However, if
presented with short words their reading ability improves. Hence, the longer the word
the greater the difficulty reading (Hecaen & Albert, 1978). Verbal alexia usually results
from lesion involving the dominant medial occipital lobe (Hecaen & ALbert, 1978;
Hecaen & Kremin, 1977).

LITERAL/FRONTAL ALEXIA

When the patient is unable to recognize or read letters this is referred to as Pure Letter
Blindness. Pateints are usually unable to read by spelling a word out loud, and the
abilty to read numbers and even musical notion is often disturbed. Some authors have
attributed literal alexia to left inferior occipital lesions (Hecaen & Kremin, 1977).
This disorder has also been referred to as Frontal Alexia. This is because individuals
with Broca's aphasia or lesions involving the left frontal convexity have difficulty
reading aloud, and have the most difficulty with single letters rather than whole words
(Benson, 1977).

SPATIAL ALEXIA

Spatial alexia is associated predominantly with right hemisphere lesions. In part this
disorder is due to visual-spatial abnormalities including neglect and inattention. That
is,
with right cerebral lesions the patient may fail to read the left half of words or
sentences,
and may in fact fail to perceive or respond to the entire left half of a written page.

Right posterior injuries may also give rise to spatial disorientation such that the patient
is unable to properly visually track and keep place, their eyes darting half hazzardly
across the page. For example, they may skip to the wrong line. Spatial alexia may also
result from left cerebral injuries in which case it is the right half of letters, words and
sentences which are ignored (Marshall & Newcomb, 1973). Indeed, patients not only
ignore words, but sometimes the left half of the bodies and the entire left half of visual
space. Hence if they are presented with the words "help me"they may only see help. Of if
they read: "toothbrush" they may only see the word "tooth." However, if they were
presented only with the word "tooth" they would see only "too." This latter form of
spatial alexia is thus really a subtype of generalized left sided neglect and is common
with right cerebral injuries.

【識字障害の診断基準】（ウィキペディア百科事典・英語版より）

Pre-school age children（就学前幼児）

It is difficult to obtain a certain diagnosis of dyslexia before a child begins school, but
many dyslexic individuals have a history of difficulties that began well before
kindergarten. Children who exhibit these symptoms have a higher risk of being
diagnosed as dyslexic than other children. Some of these symptoms are:

就学前の子どもについて、難読症（dyslexia)の一定の診断をくだすのは、むずかしい。
しかし多くの難読症の子どもは、幼稚園へ入園する前に、何らかの問題を示すことがある。
以下の兆候を示す子どもは、他の子どもと比べて、将来、難読症と診断される可能性が高い。
その兆候について。

【幼児期】

Delays in speech
言葉の発達の遅れ。
Learns new words slowly
新しい言葉を学ぶのが遅い。
Has difficulty rhyming words, as in nursery rhymes
話す言葉がどこかぎこちない。ぎこちなさを感ずる。
Low letter knowledge
文字について能力が遅れる。
Letter reversal, ex: e b f p (normal)
鏡文字を書く。

【学童期】
Early primary school-age children（小学低学年児）

Difficulty learning the alphabet or in order
アルファベットを学ぶのが困難。
Difficulty with associating sounds with the letters that represent them
(sound-symbol correspondence)
その音を示す、文字と音を組み合わせるのが困難。
Difficulty identifying or generating rhyming words, or counting syllables in
words (phonological awareness)
文字を認識し、なめらかに文字を読むのが困難、あるいは単語の中の音節を数える
のが困難。
Difficulty segmenting words into individual sounds, or blending sounds to make
words (phonemic awareness)
単語をそれぞれの音に分離するのが困難。あるいは単語を作るため、音を混ぜるが
困難。
Difficulty with word retrieval or naming problems
言葉の訂正が困難、あるいはものと名前の結びつけるのが困難。
Difficulty learning to decode written words
表記文字を理解するのが困難。
Difficulty distinguishing between similar sounds in words; mixing up sounds in
multisyllable words (auditory discrimination) (for example, "aminal" for animal,
"bisghetti" for spaghetti)
単語の中の同じような音を区別するのが困難；たとえば「動物（どうぶつ）」を、「ど
うふづ」、「スパゲッティ」を「ビスゲッティ」と読むように、音節の多い単語の音
を混ぜてしまう。

【後期学童期】（小学、高学年児）
Older primary school children

Slow or inaccurate reading, although these individuals can read to an extent.
ある程度は読むことができるが、読むのが遅く、不正確。
Very poor spelling
綴りが苦手。
Difficulty reading out loud, reads word in the wrong order, skips words and
sometimes says a word similar to another word (auditory processing disorder)
大きな声で読むのが困難。前後の単語を入れ替えて読む、単語を飛ばす、あるいは
ほかの似たような単語に置き換えて文章を読む。
Difficulty associating individual words with their correct meanings
それぞれの単語を、正しい意味と結びつけるのが困難。
Difficulty with time keeping and concept of time, when doing a certain task
何かの作業をしているとき、時間を守るのが困難。時間の概念がない。
Difficulty with organization skills (working memory)
系統立てて作業するのが困難。
Children with dyslexia may fail to see (and occasionally to hear) similarities and
differences in letters and words, may not recognize the spacing that organizes
letters into separate words, and may be unable to sound out the pronunciation of
an unfamiliar word. (auditory processing disorder)
難読症の子どもは、文や単語の中の類似性や相違性を判断することができない。文
章の中の単語がスペース（空白）で区切られていることを認識することができない。
新しく出会った単語のようなばあい、それを発音することができない。

（はやし浩司　家庭教育　育児　教育評論　幼児教育　子育て　Hiroshi Hayashi 林浩司　
BW　はやし浩司　失読症　難読症　識字障害　文字表出能力障害　Dyslexia 　Alexia　
ディスレクシア　アレクシア）