Abstract
The perception and allocation of time by individuals is closely associated with their observed behaviors in life. A dyslexic child presents unique and interesting problems to educational researchers, teachers, and parents since the information-processing style differs from that of normal children. This study examined not the cognitive understanding of time or problems in measuring time (dyschronometria), but the perception and allocation of time by 26 normal and 21 dyslexic children between the ages of 10 years and 17 years old. These findings were measured by a specifically designed time allocation and perception questionnaire and a circles test. The analysis indicated that the dyslexic children tended to be far more outer- and inner-directed with regard to their time allocations and generally perceived time as a linking of past, present, and future events.
Published Version
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