/
LD AD/HD / H FPD D LD Learning D isabilities LD Learning D isorders LD LD 2003 Web site 1 AD/HD LD LD LD LD LD LD Dyslexia Dyslexia Dyslexia Dyslexia dysgraphia dyslexia IDA The International Dyslexia A ssociation Web site 2 Dyslexia 19 [20] Orton ST dyslexia b d p q dyslexia IDA dyslexia Orton ST 1949
LD Learning D isabilities 1963 LD dyslexia dyslexia LD LD dyslexia 1950 LD LD Dyslexia [26] M akita [19] Makita [31] W eb site 1 2.5% dyslexia dyslexia OM IM specific dyslexia gene DYX 15q21 DYX1 6p21.3(DYX2) 2p16-p15(DYX3) 3p12-q13(DYX5) 18p11.2(DYX6) Web site 3 gene DYX gene dyslexia dyslexia Galaburda ectopia myclodysgenesis [4,11] dyslexia [16] dyslexia [5] M agunocellular layer [29]
dyslexia dyslexia dyslexia dyslexia alexia dyslexia alexia dyslexia Wernicke dyslexia phonological aw areness visual dyslexia auditory dyslexia phonological dyslexia [6] fm RI dyslexia Wernicke [12,25] dyslexia [28] dyslexia
dyslexia [27] dyslexia dyslexia AD/HD AD/HD AD/HD AD/HD AD/HD 19 [24] Darwinist Social Darwinism Still [30] 1918 MinimalBrain D am age M BD 1960 MBD M inimaldrain D ysfunction MBD AD/HD AD/HD
AD/HD AD/HD 3.4% 8.8% [13,23] ADHD-RS 2.5 AD/HD DNA DNA [7] AD/HD AD/HD DNA AD/HD DNA AD/HD DNA AD/HD SPECT PET fm RI 1970 AD/HD p300 [21] SPECT PET [3] PET [10] AD/HD
fm RI AD/HD [8] AD/HD AD/HD AD/HD Kusaga [17] AD/HD Phenylethylam ine PH E Methylphenidate AD/HD PH E AD/HD PH E AD/HD DSM -IV AD/HD High Functioning Pervasive D evelopm ental Disorder; H FPD D DSM -IV ICD-10 DSM -IV H FPD D H FPD D 0.8% Asperger H [2]
Wing R [32] 1980 Asperger H 1990 1000 300 [9] fm RI fm RI [14] [18] fm RI [21] fm RI [15] H FPD D AD/HD AD/HD AD/HD H FPD D AD/HD
[1] AD/HD H FPD D AD/HD Dyslexia Darwinist Social Darwinism
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Dyslexia Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties w ith accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological com ponent of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences m ay include problem s in reading com prehension and reduced reading experience that can impede grow th of vocabulary and background know ledge. AD/HD ADHD