Excerpt from Congenital Word-Blindness Congenital word-blindness is a subject which has been gradually obtaining a greater amount of attention from the medical profession and more especially from that part of it engaged in educational work. It is now generally recognised as one Of the congenital defects of childhood and as a subject of considerable interest and importance particularly in its educational aspects. I have therefore thought it advisable to gather together in book form my studies and Observations on the subject, which are to be found scattered in contributions to various medical journals during the last twenty years, and a list Of which is given at the end of this book. It will be observed that I have devoted considerable space to the subject of acquired word-blindness, without an adequate knowledge of which, in my opinion, congenital word-blindness cannot be properly understood. My aim has been first to furnish the reader with the chief facts regarding acquired word-blindness and then to employ this knowledge in the interpretation and explanation of the various phenomena of congenital word-blindness. Seventeen years ago I published a small volume on acquired word-blindness, and I hope that this complementary volume on the congenital form will help'still further to diffuse a more precise knowledge regarding these interesting subjects. James hinshelwood. Mentone, france, January 1917. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

This is a classic edition of Andrew Ellis’ acclaimed introduction to the scientific study of reading, writing and dyslexia, which now includes a new introduction from the author. The book describes the remarkable skills of reading and writing – how we acquire them, how we exercise them as skilled readers and writers, and what can go wrong with them in childhood disorders or as a result of brain damage. The new introduction reflects on some key research developments since the book was first published. Reading, Writing and Dyslexia is an engaging introduction to the field which is still completely relevant to today’s readers. It will remain essential reading for all students of psychology and education, whilst also being accessible to parents and teachers.