DYSLEXIA, STUTTERING, CAUSES, REMEDIES

2007-10-31T08:11:00.000-07:00

Speech and writing control difficulties

Subdivision of the human body

In the volume of the human body there are two sides i.e. the members, on the righthand side and the lefthand side, surrounding a torso which has also two sides.

The first sides are said external and the others internal.

The outer (external) sides therefore include the members as well as the external parts of the head (cheeks, external eyes, hair) and the socalled internal sides comprise the other more internal part of the head (neck, nose, ears, foreheads, internal eyes), the torso itself and the sex.

As is known man is broad upstairs and narrow downstairs, contrary to a woman who is narrow upstairs and broad downstairs, thereby producing two sorts of respectively opposite triangles or trapezia.

We also know that the member on the one side (hand, foot) is controlled by the brain hemisphere located on the other side (under the forehead in the socalled more internal part of the head).

Can we take advantage of the broad or narrow image of the top or bottom parts to ascertain specific characteristics in a human ?

We note that the intelligence of a woman is intuitive (penetrating) whereas in man it is synthetising (surrounding). Therefore the function control can be qualified geometrically as narrow and broad respectively.

We start from this remark to assume that if the control (main hemisphere of the brain) located upstairs is also narrow in a woman, the controlled member will also be narrow. Similarly there will be a broad control in man.

(If you are allergic to such hypothesis you can speak of A and B instead of broad and narrow provided that a difference is admitted since there is an actual difference in them of a mysterious nature perhaps but real)

Consequently four vertical zones are found :

- members (1);

- half a torso including half a head and half a sex (2);

- the other torso half including the other half-head and half-sex (3);

- the other members (4).

These zones succeeding one another horizontally as : broad, narrow, broad and narrow zones, or the opposite.

Consequently after research we can group in the external zones : the members and the eyes (external part of these near the cheek) and in the internal zones ; the eyes (the internal part of them near the nose), the ears, the foreheads (hemispheres), the neck and the sex.

It is permitted to think that all these remarks lead to nowhere and that there is no difference between the four zones described.

Anatomy the basis of complementarity is not limited to sex differences and contradicts this lack of optimism. Actually the preceding hypothesis permits to understand the voice, the speech difficulties and dyslexia, among other troubles.

WRITTEN AND ORAL EXPRESSIONS

Dyslexia is a difficulty of reading or writing correctly with acceptable spelling.

It is compared to stuttering which is a speech difficulty.

Stuttering

We have to refer to the four zones (from 1 to 4) according to which the human body is divided in the horizontal direction :

With the righthanders :

a narrow zone 1 on the left (members, external eye),

a broad zone 2 at the center on the left (internal eye, ear, brain hemisphere under the forehead, neck, speech organs),

a narrow zone 3 at the center on the right (idem zone 2),

a broad zone 4 on the right (idem zone 1).

With the lefthanders :

a broad zone 1 on the left (members, external eye),a narrow zone 2 at the center on the left (internal eye, ear, brain hemisphere under the forehead, neck, speech organs),

a broad zone 3 at the center on the right (idem zone 2),

a narrow zone 4 on the right (idem zone 1).

This broad and narrow situation distributed reversely in righthanders and lefthanders is the opposite in women.

The stuttering with boys occurs with lefthanded by birth (righthand hemisphere dominant) totally reversely or only frustrated because the brain control activated (zone 2, lefthand brain hemisphere controlling the right hand) is narrow, therefore rapid, whereas the dominant speech organs (zone 3, speech organs) are broad, therefore slow.

The result is a jamming at the outlet. The speech organs are not quick enough with respect to the control.

Stuttering is replaced in girls of the same type by the spluttering because the brain control (zone 2…) is broad, therefore slow. Repetition results (er, er…). Said narrow speech organs are too rapid with respect to the control.

The simple remedy is the development of the left hand including the writing controlled by the dominant hemisphere. Everything will be in order after six months of practice.

Then the control is either slow (boys) or fast (girls) in the same way as the speech organs are slow (boys) or rapid (girls). There is no longer any phase shift between the two means of execution of the speech (the brain, on the one hand, and on the other hand the ear and the voice).

The boys and girls who stutter or splutter do so because they cannot speak with the voice of their sex (broad for boys and narrow for girls).

Those who “adapt” themselves to the right hand have a reversed voice, i.e. narrow and rapid for boys (upper lip) and broad and slow (lower lip) for girls, rather than suffering from stuttering or spluttering.

Those of this category should not have any phonic dyslexia since they have no speech difficulty (see below dysorthographic-dysphonic dyslexia).

Dyslexia

Dyslexia seems at first to be more difficult to explain but is not.

The damages are as follows : reversal of letters, merely phonetic spelling, lost syllables, appearance of partial deafness, diminished writing concentration, partial misunderstanding of the writing, no suitable analysis (then the “global” method is noxious !).

Therefore we can distinguish between :

dysorthographic-dysphonic dyslexia (the sounds),

and dysorthographic-dyseidetic dyslexia (visual representations). “Dys” is the prefix to indicate the lack of performance, “phonic” is the sound, “eidetic” is the sight.

The first category concerning the sounds very often implies speech trouble. The explanation and the remedy are related to the characteristics and conditions of the stuttering.

The second category must be treated in detail.

First, the writing :

The writing calls for a control means (one or both hemispheres), the hand (one only), the eye (or the eyes).

Let us assume that everything is alright : we would have a dominant hemisphere (zone 2 or 3), a directive eye (zone 4 or 1) and a dominant hand (zone 4 or 1). This is the ideal case ! (righthanders, 2 and 4, and lefthanders, 3 and 1, respectively).

These are well developed male or female righthanders or lefthanders.

Since all three elements (hemisphere, eye, hand) are broad (lateralized boy) or narrow (lateralized girl) there is no phase shift or speed or breadth acquisition or execution differences.

When the eye is referred to it is the very directive (dominant) eye cooperating with the slave eye, in the right order. Moreover the eye is double : an external part and an internal part, with the external part being connected to the internal part of the other eye on the other side. This is why the same qualifier, whether broad or narrow, is attributed thereto.

Let us observe now a lefthander, reversed for the writing or entirely frustrated.

Then we have : a narrow hand (zone 4), a narrow control (zone 2) and a dominant broad eye (zone 1) plus a narrow eye (zone 4).

Several cases :

The second eye (narrow, zone 4) is not so good or is even rotten. The right eye is in the direction of movement of the writing.

The first, broad, dominant eye (zone 1) on the left is at the beginning of the writing. The beginning (control) will therefore be good.

The acquisition which is done by the directive (dominant) eye and the corresponding hemisphere (zones 1 and 3, respectively) will be low but will not be disturbed by the other, deficient, eye (zone 4) which leaves the priority to the other despite the fact that such weak eye (zone 4) lies on the side of that hand which writes.

There should not be any dyseidetic dyslexia. Or phonic dyslexia, since the ears in the case of a more or less deficient sight are more significant, therefore generally good.

It would result that a deficient sight of this type would avoid dyslexia (to be confirmed) in reversed people, which is paradoxical ! However we often note absent-mindedness, a forgotten word or syllable. This is because of the second, weak, eye which is on the side of the hand. One has to check and read again seriously.

One may think that the dextrogyrous (from left to right) writing would prefer a performing left eye since this side is at the beginning.

What about the levogyrous (from right to left) writing ? Are the Arabs also dyslexic ? In fact, to be able to compare they should also write the vowels, which is not usual to them. Would an excellent right hand be advantageous to realize the beginning of the writing in such writing ?

Are there a lesser number of dyslexic people in China because it is written (less and less, anyhow) in the vertical direction ?

They are not so numerous in Italy, Spain and Portugal since the writing is fundamentally phonetic.

Both eyes are equal, preferably good.

Fortunately for humanity many people are so.

Therefore, there will be a narrow hand (zone 4), a narrow control hemisphere (zone 2) and a narrow eye (zone 4) plus a broad eye (zone 1).

Which eye will perform the acquisition ?

The narrow eye (on the right) or the dominant broad eye (on the left) with the corresponding control hemispheres (zones 2 and 3 respectively) ?

This question is raised because the broad lefthand eye (zone 1) is directive thereby tending to acquire.

Three cases :

- either the narrow righthand eye (followed by the broad lefthand eye, made subordinate in the case of complete reversal of laterality). There should not be any dyslexia of the writing despite the reversal since the three main elements of realization of the writing are of the same type.

- or the only broad lefthand eye (followed by the narrow righthand eye normally “subordinate”). Probably no dyslexia either, only a slight belatedness of acquisition because of the broad eye.

- or the acquisition is obtained by both eyes at an equal level and by the corresponding hemispheres.

However, in this case there will be no reinforced acquisition (addition) but rather subtraction due to the phase difference between both acquisition eyes.

Therefore in the latter case since the acquisition is deficient and differential there is dyslexia. The equal good quality of the eyes is paradoxically the cause of the dyslexia due to reversal of laterality plus the mutual fight of the equal eyes.

The ideal remedy is the writing with the left hand. First one could try to make only one eye work during the time necessary for changing the writing side.

Such dyslexia may also occur in other abnormal case of the sight (for example strabismus, hypermetropia ; probably not short-sightedness since one can see at a shorter distance) in all cases where the acquisition is submitted to a phase difference by several acquisition means.

Actually, in all cases where the eyes perform differential acquisition, whatever the state of the eyes, there is a risk of dyslexia.

The specialists of the socalled abnormal postures to be corrected who noticed that the eyes are at stake in the dyslexia (what else, apart from the brain ?) use glasses with prisms to acquire the reading and writing. Such prisms obtained by increasing the glass thickness at certain places determine vision axes to lift one eye or make the eyes converge or diverge as need be.

Others by examining the brain by modern means of investigation (MRI) found abnormalities in certain dyslexic people. Did they not take the cause of dyslexia for its consequences which are necessarily visible ?

Theoretically righthanders could also be dyslexic but it is doubtful.

Among famous dyslexic we find as is said in papers : Darwin, Faraday, Churchill, Edison, Einstein… Tom Cruise and a lot of actors.

They are all known as more or less frustrated lefthanders. In their time the right hand, not the left, was used to write.

The reading

Reading results directly from the acquisition. If it is bad for reasons of offsetting between brain hemispheres (repetitious, useless and noxious travels between them) the reading and the spelling resulting from the memorized acquisition will be erratic.

If we were not to write by hand but rather only by means of the computer (poor future era !) it would be the same due to the eyes and the acquisition they realize.

Two infallible tests to check the handedness at birth

According to various medical researches there are two lateralities at birth either on the right hand side or the left and such handedness (laterality) is conditioned by the dominance of one brain hemisphere upon the other.

Such dominance is shown as a better skilfulness or stronger force of the one hand with respect to the other but this can only be detected later on when the child has attained physical and thus mental development.

It would be more advantageous to determine at birth if the child is righthanded or lefthanded to prevent hand reversal, i.e. developing the weaker hand instead of the other, this assumingly leading to significant consequences.

Since the right hand is essential in the usual life it is obvious that the lefthander at birth who is not detected or is stubborn in his laterality, that nobody explains to him for reasons of general behaviour and ignorance, will try and succeed to use the right hand “to be like everybody”. This result is available to anybody unless there is a serious localized handicap in the person. The consequences to the physical, mental, sexual and behavioural health of the reversed are important and even noxious and could be avoided if we could determine the laterality at birth as is done for the sex.

Many people ignore all their life their true laterality since this characteristic is not obvious.

When they are able to speak children are often submitted to mechanical tests to find the dominant side but it is too late generally because the influence of the surrounding has distorted what was simple and natural at the beginning.

The main responsibility results from the writing since with the Latin alphabet if it is made with the right hand the writing evolves to the outside and with the left hand it evolves to the inside. Hence, the person who writes with the left hand is disconcerted.

Moreover they tell them that it is more difficult to write with the left hand to the inside, which obviously is false. Otherwise, how would behave the users of the writing to the inside (from right to left, with the right hand) who are many : for instance the Arabs ? It should not be forgotten that the writing is movement to the outside (Latin alphabet) or to the inside (Arabic and Hebrew writings) which movement is accepted or not.

Making people jump on the one or the other foot or tormenting the better eye are among the exercises offered, but this is not better. They are inefficient and often lead to false conclusions.

Why is there a lack of symmetry in the use of hands and feet ? Life would be much simpler if ambidexterity was natural and general.

They think that the dominant hand is stronger : it is possible in men but is it the case with women ? It is not sure. Being dissymmetrical permits to act in one direction thereby reinforcing decisions. A true ambidextrous would be indecisive or inconstant. Therefore it can be understood why it is acted with the one hand while the other helps.

In the couple is it not the same ? The one helps the other and the other helps the one.

The reason for having the main hand on the right or the left is not known but is it important ? Similarly why righthanders are more ? Are there influences from geography, races, consequences of mixtures ? It is a natural situation, the origin of which is not significant.

The author believes that the dominant hand is that which is controlled by that brain hemisphere which is suitable for the actual sex. If this is the case we have to believe that the form of thought of a man is not the same as that of a woman and that if one develops the unsuitable hand he also develops the reversed form of thought which is not suited to the sex of this individual.

Under the pretext of equality (or superiority) one does not dare to affirm that the forms of thought are different. This is nevertheless obvious since otherwise there would be only the sexual complementarity to build a couple ? It is not sufficient to live together without fighting with one another.

The human being is complete only in a couple : therefore there are two different intelligences, not different however in such a degree that one would not be capable of realizing the same thing as the other, in particular in the school if he or she works hard enough. One or the other is exceptional in one’s specialty but incomplete mentally (and physically) by oneself whether he or she believes so or not.

It is something else to have the taste for doing certain things.

The author thus believes that reversal of the main hand determines the development of the other form of intelligence which does not correspond to the needs of the physical and mental sex of the individual.

The degree of intelligence is not in question. This “form” of intelligence until now has been described vaguely by words such as “intuition”; “logics” and the like without much precision. Furthermore they say that everyone is different thereby avoiding clear cut description.

If one side is “male” and the other “female” it should be possible to detect it by one or another means, or if one does not believe in such hypothesis, would both sides have an identical value ? Certainly not.

The voice, a very human intellectual means, whether it be broad (male) or narrow (female), also gives us an idea of the normal or reversed laterality.

The reversal accepted in the case of the writing (narrow right hand and narrow control) also reverses the voice : upper lip for men (consonants) with a quick speed and a narrow voice and lower lip for women (vowels) with a slow speed and a broad voice.

It is possible to find :

the laterality at birth at any age by checking with the eyes the body radiation of the “male” or female” type on one side or the other,

(In such test, photos, TV or films can also help to detect the laterality)

and reversal or not of the laterality later by checking the voice.

(The voice can be recorded, which is very practical)

The detection by both tests depends on the talent of the performer but the test on the voice can be realized by anyone having good hearing and average analysis capacities.

When an automatic apparatus is invented to test laterality and this will undoubtedly occur, essential progress will be made in the knowledge of the humans and many false ideas will disappear.

Therefore we describe hereinbelow two bases independent of the conscience of being observed which may be performed to determine laterality.

Laterality test on the basis of the voice

Why not search for a method of detecting the laterality at birth which was reversed by using the right hand by referring to the formulation of the voice ?

The concept of the broad and narrow finds here too an application : it is fundamental.

The voice (central zones of the neck 2 plus 3 and ears) of normal well lateralized men is slow and that of well lateralized women is fast. Can we deny it ? This already is an interesting point to guess whether there is reversal or good lateralization since the voice is normal only if the lateralization is correct.

In the voice there two phonems : vowels and consonants and two levels : a stable level and a variable level.

The variable level being more difficult to follow, we will not rely on it.

The stable level is based on vowels (lower lip) in men and on consonants (upper lip) in women.

Reference to vowels and the lower lip and to consonants and the upper lip means that if one concentrates on vowels or consonants only (this is possible !) within the writing line which moves in imagination in front of the eyes they will be stable on a horizontal line downstairs or upstairs.

If one does not succeed in finding stability (on an imaginary horizontal line) he has to concentrate on the other phonems either vowels or consonants respectively but they will be on the other lip since the vowels are produced downstairs and the consonants upstairs.

Why ? It is easily admitted that the high frequencies (more present in the consonants) are upstairs (upper lip) and the low frequencies (more present in the vowels) downstairs (lower lip).

Summarizing, we have to check whether the voice is fast (consonantic) or slow (vocalic) knowing which speed is specific to each of the sexes. It is then deduced whether there is a reversal or a correct lateralization.

Laterality test based on the eye

The concept of the broad and narrow can also be applied to a completely unexpected domain to find a second laterality test.

It is based on a kind of body radiation felt at the level of the eyes. In fact if you look at someone face to face there are people whose expression in the eyes you can bear easily and others in respect to whom you feel that they oppose you.

The best example is a wild dog : when you look at him in the eyes he moves back but if you turn your back to him he tears your cloth (A pedestrian on a protected passageway should also face the drivers !).

The same is true with humans, all conditions being taken care of. Whether this feeling is telepathy or something else studied elsewhere is not significant but it is an actual fact.

The eyes as mentioned above are subdivided into two parts : the external or peripheral portion near the cheek and the internal or central portion near the nose. In each eye there is an anatomic connection between the peripheral and the central or internal eye on the other side, so that a feeling on the one side is transmitted to the other side by such means.

Therefore we have : peripheral eye, central eye, other central eye and other peripheral eye, which corresponds to the four zones. Therefore if we determine the polarity of the one eye with respect to the other we found an interesting result.

Opposite the central eye on the one side we have on the same line the corresponding forehead and opposite the peripheral eye on the other side we have the corresponding cheek. These elements have the same “polarity”. Actually as regards the forehead (and the hemisphere contained therein) we note that it controls the eye (and the member) of the other side, this being the basis of the member controls.

Since it is neither tactful nor practical to examine the look of someone placed opposite oneself in practice we shall only check or feel a signal on a cheek and a forehead. This replaces the peripheral eye and the central eye (the hemisphere).

Let us assume that face to face you feel an opposition by “casting” a look from your dominating eye onto a cheek (or better an eye). In another case you will feel a kind of agreement as if you should enter something that accepts you. These are the two sorts of feeling.

The important for the confirmation is that such feeling is transmitted almost instantaneously to the central eye corresponding on the other side (of the other eye).

In fact this opposition is not liked and you search for an agreement which you will find on the central eye of the individual located opposite and on his other peripheral eye.

If you feel an agreement face to face to the peripheral eye you feel this agreement on your central eye on the other side and there the broad and the narrow are noted since you feel that such central eye dilates as if it was filled up.

If you feel an opposition your central eye of the same side will take over to find the agreement and you will feel something on the other peripheral eye : this particular feeling is rather pointed.

After detailed tests we find that these two different feelings permit to note the following, assuming that you are for instance righthanded :

an opposition with a man or a woman opposite = a lefthanded man or a righthanded woman,

an agreement with a woman or a man opposite = a lefthanded woman or a righthanded man.

After much experience we test face to face either with the dominant eye or the subordinate eye (if it is good !).

Therefore the broad and the narrow (dilation and point) are found again.

In practice the tester “feels” what is returned by a cheek for instance, by imagining on a horizontal line that its four half-eyes are of a broad, narrow, broad and narrow form (or reversed depending on the laterality) and concentrating on such cheek.

A signal will be returned on two of the four half-eyes.

This detection of the kind of laterality proves whether the individual is righthanded or lefthanded by birth whatever his skilfulness or manual practice, whether he speaks or not, whether he is reversed or not.

Both tests (voice and eye) are therefore complementary.

The eye test is more delicate and one should be in good form to perform it. Moreover for this reason since the brain realizes the test sometimes nothing is felt.

One can “cast” a look on a passer-by and analyze what was memorized but you should be experienced and very strong to obtain a good result. At any rate you should always check several times to feel a kind of satisfaction or quietness showing that you hit the right spot.

The eye test can be applied to a photo, the TV and the films. Of course, if the image moves it is less easy but the movement (in the actual life also) favours perceptiveness.

The primitive peoples do not like being photographed for fear to lose their soul. They are not entirely wrong because a lot can be seen in pictures. What a pity that the model of the Mona Lisa was not photographed ! However we would then not be able to detect the problematic sex of the model but only whether it belonged to one of the two pairs : righthanded man or lefthanded woman, or else lefthanded man or righthanded woman.

The concept of difference whether broad or narrow or circle or arrow or any other difference is necessary to explain the differential acquisition or the lack of performance of the speech means which are not adapted to the form of control. This is why it is justified to speak of two forms of intelligence depending on the sex. Moreover the hand is developed because of the control hemisphere and on its turn sends back to it the characteristics of its activity; they are inscribed therein. It is for this reason that the development of the other, secondary hand instead of the main hand results in activation and education of the secondary hemisphere and the corresponding intelligence which are of the other type.

Consequently laterality has utility and much is learned by studying it.

DYSLEXIA, STUTTERING, CAUSES,REMEDIES

DYSLEXIA, STUTTERING, CAUSES, REMEDIES