| Title | READING DIFFICULTIES IN CHILDREN
| | Authors | MILDRED CREAK, M.D., M.R.C.P.,
| | Journal | rch Dis Child. 1936 June; 11(63): 143–156.
| | Year of publishing | 1936
| | Abstract | With an unimpaired sensory equipment and normal intelligence, every child learns to speak, and subsequently to read, write and spell his own language, so that his thought comes habitually to be verbally expressed. A study of what was thought to be a case of congenital auditory imperception, but subsequently found to be a case of partial deafness, demonstrated the extent to which the various faculties required in achieving language are inter-related. In this patient. what was admittedly a severe degree of deafness but by no means a total deafness, led to a complete inability to acquire spoken language, the power to read, and to spell. Most of the individual letters were learned and remembered, but there was no facility at all for combining these into writing. A striking point in this case (an intelligent, partially-deaf, eight-year-old girl) was that her ability to hear and discriminate between different kinds of noises was excellent, but her deafness, affecting mainly the tone range covered by human speech, caused her own speech to be impaired and made her relv on sight and lip-reading for understanding. What bears on the present problem is the way in which the hearing loss had prevented her from learning to read, write or spell. For instance, the colour blue, which she recognized, was named lulo, but spelled lube, and on another occasion bube. In such ways her productions resembled those of children who, with apparently complete sensory equipment, have the utmost difficulty in learning to read. Ewing2, describing his group of children with high frequency deafness., noted their failure in language development, and similar examples are given in the literature relating to congenital auditory imperception (Worster Drought and Allen, Barton Ha, and others).
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