Observations on the temporal correlates of reading failure

The definitions of developmental dyslexia andtemporal processing are discussed and severalconstruals of what a temporal processingdeficit might entail are illustrated. Then,using a framework developed by Farmer & Klein(1995), the proposal that a temporal processingdeficit (in vision, audition, or both) might bethe root cause of some proportion of cases ofdevelopmental dyslexia is introduced andvarious research strategies for testing thisproposal are identified. The symposium paperswhich address this general question using arange of these strategies are then criticallyreviewed. It is noted that whereas reading isa recent artifact not yet subject to any directselection pressure, its normal performancerequires the use of, and connections between,the highly evolved modules for visual patternrecognition and language. Within vision andlanguage redundant coding, which permitsperformance in the face of injuries anddegraded input, also makes it difficult todetect subtle deficits (whether temporal, ornot) unless precise tests are used. Yet suchdeficits may degrade performance on tasks (suchas reading) which require the non-copiousconnections between vision and language. Theefficacy of this pathway, I suggest, ismeasured by performance on the rapidautomatized naming (RAN) test.     

The evaluation from the program director's viewpoint

In considering the evaluation of the preceptorship and residency programs, our faculty were asked to react to specific dimensions and aspects of the studies. Viewpoints about these data were submitted in formal critiques which will be summarized only briefly here. A number of the comments were in response to specific questions which had been posed; other were spontaneous from the faculty.     

Language proficiency and lateral position in the classroom

This paper not only makes a contribution to the mosaic of scientific knowledge of the brain and nervous system, but suggests implications of practical value. Observant, experienced teachers know empirically that some youngsters learn best, and perhaps only, when seated front-center, right before the teacher’s desk. Such children need to have the eye contact, or to be in quick arm’s reach, or to have distractions screened out. Drs. Bakker and Van Rijnsoever give evidence here that, for many children, taking in and remembering the message is dependent on their physical placement to catch most effectively the stream of sound. This is important to consider in the popular open classroom. Although many children can adapt readily to less-than-perfect physical learning conditions, for some we must “re-invent the wall,” not to climb, but to provide a place to call “home.” The theoretical re-inforcement presented in this paper proves that such boundaries can also provide source and direction for sound as part of some children’s currently needed sensory security and enhance the efficiency of their auditory intake. Editor     

UNIVERSITY‐BASED INITIATIVES IN FAVOUR OF ECOSYSTEM REHABILITATION FOR THE NORTH AMERICAN GREAT LAKES

On‐going attempts by governments to implement measures intended to eliminate environmental degradation in the nearshore waters of the Great Lakes have revealed a critical need for integrative understanding that transcends disciplinary and professional specialisms. Academics from universities in the United States and Canada began, ten years ago, to meet with government officials and with people from nongovernmental organizations to find solutions to the problems in question. Groups of academics followed up these meetings with policy oriented studies using systems and transdisciplinary perspectives. Results have been readily disseminated into a wider constituency of interests because of the participation of nonacademics in the guiding of the studies. Similar collaborative approaches have been used to design role playing exercises for students in environmental studies courses at universities, using various Great Lakes situations as examples. An action learning/research mode lies at the core of environmental education at university level which also has considerable potential for addressing other global issues at universities.