TITLE:
Effects of Physical Rotational Movement Difference and Handwriting Position on Academic Achievement and Learning Disabilities
AUTHORS:
Rowe A. Young
KEYWORDS:
Learning Disability, Rotational Movement, Handwriting, Dyslexia, Academic Achievement
JOURNAL NAME:
Psychology,
Vol.6 No.3,
February
12,
2015
ABSTRACT: Only
recently has movement behavior and learning disabilities (LD), including the
confusing topic of dyslexia, been considered to be connected. The realization
that phonemic problems may often be the “result” of learning issues such as
dyslexia, and not the cause, has finally surfaced. This condition is
hypothesized as being primarily due to not sensing the sound connection because
of the hand feeling the shape of feeling letters incorrectly. This
consequently, interferes with the sound value(s) being connected during the
learning process. We herein provide the results of an earlier unpublished
study, which demonstrates how we obtained these and other classroom results. We
provide evidence of movement difference between those with identified LDs and
those without LDs, and how this can relate to both left and inverted rotational
direction difference. Other movement differences are also identified as
modifiers of the achievement difference between the students found in the
at-risk populations. As previously described (Young et al., 2012), understanding “reversed
positioning sensation” (RPS) can be of great assistance to those with the basic
condition known as written language disability (WLD) or dysgraphic conditions,
which are often recognized entities of the LD known as dyslexia. This is
important, because remediation involves changing the hand position of those
affected and is theorized, can change the way the brain senses the direction of
learning (i.e., to make letters by processing the sense of feeling them
top/down instead of from an inverted sensation of sensing bottom/up movement).
That this remedial movement concept is so amazingly simple may be why it has
been overlooked for years.