to read. Often the brothers of the student are reading disability cases.
Though otherwise bright, the specific learning disability case cannot
learn to read in an ordinary situation. He cannot break the poverty
chain without specific help.

 The symptoms of a specific learning disability are easily
recognized. Some of these symptoms are: flat voice; reversals of
letters and words; distractability; poor visual memory for words; slow
visual-motor perceptual speed; difficulty with rhythm sequences;
poorly developed laterality; repetition of the same mistakes; inability
to stand stress; weak concept confusion; figure background difficulty;
difficulty with closure; erratic handwriting; and short anticipation
span. These cases can often read a word out of context far better than
they can in context. They have difficulty remembering the images of
such words as where, when, that, what, was, here, there, and other
short very frequently used words. They also have difficulty recogniz-
ing a word that is incomplete or mutilated. In many of these respects
they are no different from beginners or other poor readers. The sig-
nificant feature is the presence of the majority of these symptoms.

 People without a specific learning disability may appear to be
suffering from it. Sometimes a person with a severe personality dis-
turbance will display symptoms associated with specific learning dis-
ability. Sometimes a person suffering from a glandular disturbance
will appear to be a specific learning disability case. However, if we
wait for help from neurologists, psychologists, psychiatrists, and
endocrinologists before doing anything, then nothing is likely to be
done. Few school systems offer such services and very few illiterates
can afford to pay for such services if they happen to be available.
As a rule of thumb, request all possible diagnostic aid. But do not
refrain from teaching because of a shortage of diagnostic services!
And do not think that a physical or psychological improvement will
automatically bring about reading improvement!

 Diagnosing a student as a specific learning disability case will
do little harm. Diagnosis has but one purpose. That is to indicate the
type of treatment needed. While the techniques used in teaching spe-
cific learning disability cases are more time consuming, and the results
take longer to achieve than with normal cases, the techniques will work
with normal people and are especially good with slow learners. If you
are in doubt as to the diagnosis, try the adult textbook approach for
a few days. If the response is good, then the person does not fit the
specific learning disability classification.

 Specific learning disability cases should be taught individually
or in very small groups. The place of teaching should be quiet and
both visual and auditory distractions should be kept to a minimum. The
pace should be slow and relaxed. Competitions and other forms of
pressure should be avoided, as excitement may block the student's
ability to learn. The student should be observed for internal tension


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