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Biomedical subjects

B P Guyer

Publications and source records attributed to B P Guyer.

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Dyslexic doctors: a resource in need of discovery.

Dyslexic students are applying for admission to medical school. In most cases they have worked hard in college, and their credentials are good (with the likely exception of a low score on Skills Analysis--Reading on the Medical College Admissions Test). In the past a number of well known dyslexics have made substantial contributions in various disciplines, including a few in medicine. Without appropriate assistance, many dyslexic students will be unable to compete successfully and to complete medical school. With appropriate assistance, however, they can complete medical school and become competent, creative professionals. Dyslexic medical students must be held to the same standards expected of other students. In our experience they require only (1) assistance with study skills, (2) limited academic tutoring in some courses, (3) extended time on written examinations, and (4) separate rooms for written examinations to avoid distractions. These special considerations on examinations are also allowed by the National Board of Medical Examiners.

Dyslexia

Dyslexic doctors.

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Dyslexia

The effectiveness of a multisensory alphabetic phonetic approach with college students who are learning disabled.

College students diagnosed as learning disabled were studied to determine whether they would make more progress in a summer program if taught by an adaptation of the Orton-Gillingham (O-G) approach. Progress of those exposed to this approach was compared to progress of those exposed to (a) a nonphonetic approach or (b) no educational activity. Pre- and posttest results are reported for the Wide Range Achievement Test-Revised and Woodcock Reading Mastery Tests. The subjects were 30 college students aged 17 to 24, who were diagnosed as LD. They were divided into groups of 10 and exposed to the indicated educational intervention. The O-G group was found to achieve statistically significant improvement in reading when compared to the group using the nonphonetic approach or no educational activity. No statistically significant difference was noted between the latter two groups. This study indicates that a modified O-G approach is useful in the teaching of reading to college students who are LD.

Achievement