Effects of Physical Rotational Movement Difference and Handwriting Position on Academic Achievement and Learning Disabilities

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 We herein provide the results of an earlier unpublished study, which demonstrates how we obtained these and other classroom results.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.