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POSITIONAL BASED READING
It may be presumed that positional reading correction methods have been stealthily utilized by dyslexics ever since reading became a vocational need. At first, positional reading use may appear as a novel corrective measure to attain normalcy. However, its presence may represent evidence of the continual struggle with dyslexia and an adaptive hallmark, perhaps symbolic, of dyslexia.

Today, struggling dyslexics can be found coping in every reading environment. It appears that many dyslexics have discovered this ability to correct reading problems by subtle reading material positioning. One could easily make the supposition that every educator has seen this correction ability utilized in the class room, library or study hall as unusual strategies to attain reading normalcy.

A few dyslexics have recognized that they can functionally read for only a few minutes at a time. The most successful seem to be capable of interval reading periods of from about five minutes to thirty minutes. This may represent their normal cyclovergence span. During these functional reading periods, they may read unencumbered and with remarkable facility. Over all, there is the general appearance that the problem is not one of reading abilities.

The flat desk or table top could easily be considered the dyslexic’s nemesis. This is where class room actions as reading, general instructions, note taking and testing are normally carried out. Dyslexics may inadvertently find themselves in a computer designated teaching environment or separated from their peers and placed in special education studies that involve computers. In either case, positional correction by computer screen use allows for gratified progress by both the student and relieved teacher.

POSITION B

Some have found that they can effectively use Position B while studying but fail or perform below expectations on testing. Examinations are usually on flat desks or tables. These individuals frequently say, “I knew it but couldn’t put it down right, I knew the answer but I couldn’t put it down on the test.” Outwardly, it appears that they were actually confirming the fact that they didn’t study enough. However, these students were telling their side of the story, as a dyslexic.

Position B use frequently appears in the study hall or library as a propped book against several flat stacked books. Reading books and reading materials are held with two hands while they slump in the chair to create a functional Position B. An occasional girl will cross her legs and support the book on and against her leg thighs while reading in a chair. These Position B individuals slump-adjust to the computer screen as needed or rise up to place the computer screen at the desirable Position B. Adaptation is subtle, effective and temporarily releases them from the confines of dyslexic problems.

POSITION C

Position C is perhaps the most versatile for the dyslexic. They do very well with straight ahead computer screen levels. Frequently, Position C individuals will rise up in their chair, lean forward and read by looking straight down. These individuals feel comfortable reading while standing up, in order to look straight down. Both young girls and women will place reading materials on their lap in order to look straight down. Similar to Position B, Position C individuals will prop a book and slouch low to read straight ahead. Occasionally, both elbows are placed upon the desk or table top. Their head is cradled in each hand and they read by looking straight down.

POSITIONS D AND E

Positions D and E individuals are at a much greater disadvantage. They’re forced to read while prone in bed or holding the book high over their head. They are the neediest for instructions in the proper way to look at and read computer screens, books, magazines and papers.
One twelve year old girl slouched low in her chair, raised both knees high and supported her feet flat on the edge of the chair’s seat. She held reading materials, with both hands, on the top of her knees to achieve D position. She also read and studied by sitting crossed legged on the floor next to a coffee table. After placing her chin securely on the coffee table’s edge, she read, with her chin on the table, while standing her book upright on the coffee table for a compensated position D.

When Position D is described as the best and Position C is second best, computer screens are usually placed Position D high and the individual will further slouch for greater accommodation. They will, also, utilize Position C for reading by placing the table top reading material close to the table’s edge, pull the chair closer and lean over to read straight down.

SCHOOL DESKS

One grandparent noted that, during her early school years, all classroom desks were tilted on an angle. Non-dyslexics experience little or no word changes while performing the convergence arc test. It readily follows that a slightly tilted desk offers no challenging problems to the non-dyslexic. Tilted classroom desks would then be similar to a flat desk, in all regards, except for dyslexics.

Since most dyslexics fall within the Positions B or C level, a slanted desk easily conforms to their reading level requirement. Many times the grandparent or parent will admit to having a reading problem, but they quickly add that educators didn’t know or pay much attention, if any, to their problem. It may be that dyslexia was less apparent or even non-existent due to school room slanted desks. The old ink well desk may have had hidden treasures.

For Positional B and C reading dyslexics, vocabulary can be more rapidly acquired by using these Positions B or C to master new words. Consequently, dyslexic students are told to read at their preferred position to learn the required new vocabulary. They are instructed to immediately re-read the same passage while utilizing their new reading method that requires making the words clear at the desk or table top level.

This is very effective for those individuals that are several grade levels behind. Building vocabulary is less tedious and labor intense. An eighth grade student reading at the third or fourth grade level easily becomes discouraged; unless progress is not by brute force alone.

On a recent Delta Airline flight to Atlanta, a mid-thirties male, across the isle and one row ahead, demonstrated a cascade of coping methods developed by dyslexics. Tearing free the order card in a flight magazine, lying flat on his tray table, he used the card as a reading marker to move down the page. Shortly after, this marker changed to the use of his finger. Soon, he placed his left elbow on the tray table and blocked his left eye with his left hand. He now employed monocular vision by using his, now apparent, dominant right eye. Uncomfortable with this, he leaned forward, placed his forehead against the seat back in front and read by looking straight down. Each coping method was carried out in a cautious, stealth-like, manner.

FLASH CARDS

Flash cards seem to have such a variability of responses that they often appear unreliable. Many parents believe that flash cards are over sold and found not as advertised. As noted in the book Dyslexia: A reading and writing correction method. High Desert Publishing. P.O. Box 1417, Elko, Nevada 89803, there is a circuitous logic to reading. One is unable to read if words are not known and if one doesn’t know words then reading is unattainable. Those who do not know the alphabet will often require use of flash cards to learn a vocabulary of four or five words. Using these same words in sentences, reading is now obtainable at the tabletop level by using the new reading method required for dyslexics. The goal to have the individual read on the flat desk or tabletop is readily achievable.

On a tour of the University of Nevada School of Education, Reno, Nevada, we walked down a hallway of open class room doors. Each of the teachers, in the Masters of Education program, was utilizing flash cards. The cards were presented to the student’s Position B or C level. This reflected the most common flash card level used by parents, as well. Positional B and C level responses would be the apparent reason for flashcards effectiveness. Disappointedly, parents will add that their child can’t seem to remember these flash card words when reading at the table top or desk level. Dyslexics surrender to dyslexia at the desk or table top level. They now appear to experience the findings of having a cognitive retrieval problem.

POSITIONAL ARC READING MATERIAL

The employed reading method is simple, effective and easily taught. Generally, the dyslexic is only seen on three separate occasions for one quarter to one half hour. The first is for learning the stereoscopic eye training exercise. The second is for learning to read utilizing the necessary reading method for dyslexics. The third visit is to teach dyslexics a writing method and how to look at maps as well as sheet music.Following correction of confusing dyslexic problems, any reading program preferred by the educator, parents or tutor may be successfully employed. Progress is according to expected normal learning curve abilities. For many, the entire line is clearly seen with this reading method. This allows for speed reading directly down the center of a printed column. Some individuals read across in a manner similar to that of the daily exercise of sweeping from one fused penny to the next. Others use several eye stops along a printed line. Wider book pages are also read in a gentle curving pattern down the page. Thus, individual reading preferences are used.Use of this new reading method frequently results in advances of one grade each month until attaining grade level. It is so effective that each dyslexic is told at the first visit that they are no different from others except for the necessity to use a stereoscopic eye exercise and a required new reading method for life. This reading method allows for normal reading according to abilities. Stereopsis is perceived depth perception occurring when bilateral retinal correspondence disparities occur. Extra ocular muscles contract according to eye position and not individually. Normal eye motion is then dependent upon normal nerve enervation and muscle tendon insertion angle. Use of a corrective ocular-motor dependent reading method prompted the re-evaluation of the origin of dyslexia reading problems.To aid in normal stereopsis, eye convergence downward produces automatic cyclovergence where the eyes rotate nasally, inward, along the plane of vision. Upward converging gaze creates cyclorotation laterally. However, cycloversion is different and represents symmetric rotation of each eye in the same direction and it is not retinal image fusion dependent, a stereoscopic requirement. Cyclovergence aids the brain in image correspondence by use of epipolar lines or as slightly wider epipolar line areas. During vergence, this twisting type eye rotation, along the line of sight, aids in the retinal search for stereopsis. Stereopsis does not occur if incorrect retinal areas produce a failed search. This appears to involve eye-fixed retinal regions that contain epipolar lines.Retinal image disparities that are too large may appear as double images. However, non-fusible images are sometimes handled through suppression to allow a single image. Through binocular rivalry only the right eye, left eye or image fragments may selectively form. This could result in word, letter and reading line disarray.An exact cyclovergence location, between the lowest downward gaze to upward gaze, offered an opportunity to match epipolar lines for normal stereopsis as correction of dyslexic reading problems. Dyslexia, as a stereoscopic abnormality, immediately corrects from slowly moving the printed page, at normal reading distance, in an arc orthogonally, from downward cyclovergence to upward cyclovergence.All of the peculiarities noted by the dyslexic as moving words, lines of joined words, joining of two or more word, shuffling words, decreased clarity, etc. disappear at one of the upward moving arc positions. Those without word motion developed clearer, sharper, blacker words. These are the same correction findings noted with the new reading method: words no longer move or come together, words become clearer, sharper, blacker and reading is fluent, not labored or choppy. This simple exercise demonstrates that dyslexia is a subtle stereoscopic abnormality that may be corrected upon corrective epipolar line matching.A few dyslexics discovered this clarity region and hold reading materials at the horizontal, 30 or 60 degree downward location from the horizontal. Perhaps, further studies may allow this simple procedure to aid in the diagnosis of a learning impaired individual as dyslexic.Balliet and Nakayama found that it is possible to train individuals, through eye torsion exercises, to reproduce these trained eye torsion angles spontaneously. They found that it is possible to retain eye torsion abilities, without ****
further training, for up to one year. Their torsion training studies reached 30 degrees with cyclovergence remaining available at any desired angle relative to the individuals trained angle. A similar eye training exercise is believed to have occurred with use of the two pennies. This offers an explanation as to why the two penny stereoptic eye exercise often has long term expression for some. Each dyslexic is instructed in the use of the necessary eye exercise and told to use it each day for the first several months and then as needed or periodically. However, complete disregard for use causes a gradual return to previous reading problems.Stereopsis is the presented correction mechanism for this reading method. Initially, visual ocular-motor explanations were only cautiously considered as a plausible mechanism. Now, extrinsic ocular muscle use with corresponding cylorotation and epipolar line search failure is proposed as the origin of dyslexic reading problems. More specifically, an abnormality at vergence cylorotaion would also allow for use of a cylorotation eye exercise to correct dyslexic reading problems. This reading method's stereopsis eye exercise is believed to produce cyclorotation eye training and the raised reading focal point would then represent a mechanism for securing epipolar line correspondence. Reading method changes occur immediately and it has two

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