A field study at the public foundation for Neighborhood Health – cervontas-Algiers for children between 7 and 11 years old

The Temporal and Spatial Organization of the Dyslexic Child through the Rorschach Test

A field study at the public foundation for Neighborhood Health – cervontas-Algiers for children between 7 and 11 years old.

Preparation:
Mounia Drahi
Nadia badad

Aboulkassim Saadallah University (Algeria 2)

Date of receipt: 09/05/2021
Date of admission: 12/12/2021
Publication history: 31/12/2021

Synopsis

The study aimed to reveal the relationship between spatiotemporal organization and dyslexia in a child through the Rorschach test, and to achieve this, we relied on the clinical curriculum, we conducted the clinical interview and applied Rorschach to (4) dyslexic children.

The study concluded the following results: one case revealed the existence of a relationship between dyslexia and spatiotemporal organization, while the rest of the cases did not reveal this relationship, as we concluded that whenever the dyslexic child moved in the developmental stages and from one educational level to another, this relationship decreased or disappeared, and this brought us to the conclusion that spatiotemporal organization It is symptomatic and not a cause of dyslexia.

Key words:: Temporal organization, spatial organization, reading, dyslexia, Rorschach test.

Abstract

The study aimed to detect the relationship between spatio-temporal organization and reading difficulties in children through the Rorschach test.

For this purpose, we relied on the clinical approach, conducted a clinical interview, and applied the Rorschach test to four children experiencing reading difficulties.

The study resulted in the following findings: one case revealed a relationship between reading difficulties and spatio-temporal organization, while the other cases did not reveal such a relationship. The more the child moved from one educational level to another, the more this relationship decreased and disappeared.

This led us to conclude that spatio-temporal organization is incidental rather than causative of reading difficulties.

Keywords: temporal organization; spatial organization; reading; dyslexia; Rorschach test.

1. Introduction and problematic

Despite the important developments that the world has witnessed in the last decade, and in all scientific fields, research has remained unable to explain many of the human phenomena that are very complex and intertwined, where their importance lies when they affect the child, who represents the renaissance of society.

When a child suffers from a disorder that hinders his life path and scientific career, such as learning disabilities, which is considered a big question mark, a lot of research has stood up, especially those interested in child psychology in the academic field.

It was “Samuel Kirk” (Kirk Samuel )was the first to refer to the term learning disabilities in 1962, who emphasized that this concept refers to the delay or disorder in one or more of the processes of speech, language, writing, arithmetic or in other subjects of study, as a result of the possibility of a defect Academic delay is also not due to mental retardation, sensory deprivation, cultural or educational factors.

We cannot talk about learning difficulties outside of language, which is an important means of communication, because any defect in it, whether written, spoken or read, is known as dyslexia, which is one of the most important obstacles that prevent a child from continuing his academic path, and this causes serious damage at the level of the individual, society, as well as the educational institution as a whole.

At the beginning of the search for the causes of this disorder, the prevailing belief was that the cause of dyslexia is organic, so several theories appeared to search for the real cause of this disorder, but soon all organic and genetic hypotheses fell when scientists discovered that the dyslexic child does not suffer from any organic defect, on the contrary, he is a healthy and normal child even in His intelligence. This has prompted some scientists to investigate more about the hidden cause behind this disorder.

Many of them believe that the origin of this difficulty faced by the child in reading is due to the lack of acquisition of some abstract concepts, including the concept of space and time, and this is what prompted many sciences to consider the issue of reading, primarily the psychology of language.

If we look at a dyslexic child, we notice that the spatial and temporal organization appears through reading in his dealing with letters or the word itself, it takes a lot of time as he perceives the word, and then he decomposes it into parts, which are the letters, to carry out the process of perceiving the latter and then reconstructing them, to try each time to build a The quality of symmetry.

On this basis, the special feature that is unique to a dyslexic child in terms of spatial and temporal organization, and exploiting it in an attempt to fragment and structure the reading process for him becomes complex, characterized by a peculiarity that differs from a child who does not find any difficulty in dealing with With the word, read it with ease and soundly.

Statistics and studies conducted in Arab countries have also revealed that the prevalence of reading difficulties is increasing, with Al-Zayat stating that dyslexia constitutes a large percentage of common cases among children with learning difficulties, up to 80% (Al-Zayat, 1998).

In Saudi Arabia, it reached 20.6% in 1989 of children with reading difficulties, and another study conducted in Egypt in 1993 concluded that the percentage of these was estimated at 16.5%.

On the other hand, there are many foreign studies, including the Canadian study conducted by “Quebec Association for learning difficulties” AQETA, in which it was confirmed that the percentage of students with reading difficulties in Canada ranged from 11.8% to 15.6% between 2001 and 2006.

In France, the prevalence ranges from 4% to 5%.

As for Algeria, there are no precise studies on the phenomenon in the field, except for some attempts made by the Directorate of basic education with the support of the cooperation program concluded between the Ministry of National Education and UNICEF in the period between 2003/2006, which was aimed at preparing a manual to help teachers detect and address learning difficulties.

There are numerous studies that have been conducted on a dyslexic child, concluding that the latter finds it very difficult to adapt to the school environment, due to the problem that the child suffers from at the level of language development.

It is this development that is divided into a verbal language that he acquires from birth through the periphery, and a written language that needs help so that the child can master it.

It is known that the school plays a big role in teaching the child the basic principles of reading, but despite the efforts of the latter and despite his psychological readiness and desire to learn, some of the children remain completely unable to learn to read, which negatively affects them psychologically, because of their frequent feeling of frustration and failure in front of peers of the same Their ability to read properly.

In fact, many theories wanted to explain this phenomenon, including the instrumental theory, which sees that the disorder of some qualitative concepts, including the concepts of time and space, has a link and an associative relationship with the appearance of dyslexia.

This theory was based on the set of errors made by dyslexics during the reading process, which were called dyslexic symptoms, and these errors consisted in confusion in the direction of letters, deletion, compensation.

Due to the fact that “direction and sequence” fall within the concepts of time and space, the lack of awareness of these two concepts leads to the appearance of dyslexia.

These scientists, such as “pooral maisonny” (Pooral Maisonny), were based on the relationship of language in the formation of these two concepts, where the researcher, in the framework of her study preparing her master's thesis, found that there is a strong relationship between spoken and audible language and the consolidation of these two concepts.

As the researcher Ayad masouda confirmed in her doctoral dissertation in the field of orthophonia entitled “ time and space and their relationship to dyslexia & #8221;, in addition to her article published in 2008, in which she resorted to using the story image tool, which relied on the story as it contains spatial and temporal events.

I have come to the conclusion that there is a relative relationship between the disorder of the concepts of time and space and dyslexia, which makes the practicing speech therapist not rely on the re-education of these two concepts in order to get rid of dyslexia, because the relationship between them is neither inevitable nor absolute, and therefore it is necessary to look for other techniques that target dyslexia They go away with the age of the child.

Through what the researcher came up with “pooral maisoni” who considered that language contributes to the formation of these two concepts (time and space), that is, there is a relationship between them and language is responsible for their formation and it is not the imbalance in them that affects dyslexia.

While the researcher “Ayad masouda” goes to show the existence of a relative and non-deterministic relationship, which disappears with age.

From here, the topic of dyslexia and spatiotemporal organization becomes a problem worthy of attention and research, so the current study sought to address this topic from another point of view using a measurement tool represented by the Rorschach test.

The structure and shape of the spots in this scale contribute to the arousal and distribution of perception patterns, it contains the closed conjunctival spots in the plates (V, VI, IV, I), which encourage comprehensive answers, that is, total perceptions (G).

It also contains panels in which there are fragmentary spots (III, VIII, X) which encourage partial answers, that is, partial perception (D).

Through this characteristic of this test, we are trying to reveal the relationship between dyslexia and spatiotemporal organization, so that the plate becomes like the paper and the ink stain in the place of the letters and the word, but in a vague way, according to the proposed material, the Rorschach test plates.

Of course, we exploit the process of a dyslexic child's perception of a painting, which is similar to his perception during reading, to observe how he reads the painting as a place, and how his cognitive style is fully or partially in terms of his approach to the outside world, and also through the time he takes to talk about the painting.

Through the pattern of perception, which we expect to be partial in a dyslexic child, and the time spent on the Rorschach test, which we expect to be long, we can determine whether there is an effect of spatiotemporal regulation on dyslexia in a child or not.

Hence, the following questions were raised:

• Is the spatiotemporal Organization of a dyslexic child characterized by a partial perception pattern indicating the difficulty of integrating parts into a holistic approach in the Rorschach test
• Does spatiotemporal regulation affect dyslexia in a child through the Rorschach test
• Can the Rorschach give a clear reading and explanation regarding dyslexia and temporal and spatial organization in a child

2. Study hypotheses

• Rorschach is able to elucidate the relationship between dyslexia and spatiotemporal organization in a child with dyslexia.
• A relationship between dyslexia and spatiotemporal organization in a dyslexic child is found through the Rorschach test.
• Spatiotemporal organization in a dyslexic child is characterized by a partial perception pattern that indicates the difficulty of integrating parts into a holistic unit through the Rorschach test.

3. Objectives of the study

• Identify the causes of dyslexia through the use of a widely used tool in psychology, the Rorschach test.
• Identification of spatiotemporal organization and its relationship with dyslexia through the Rorschach test.
• Identify the cognitive pattern of a dyslexic child and determine it in terms of whether it is a symptom or a cause.

4. The importance of study

The importance of this study lies in the following:

• Seeing from another angle using the Rorschach test for the most widespread disorders represented by academic learning difficulties, namely dyslexia.
• This study also derives its importance from the fact that it focuses on an important segment of society, namely the child, who is the nucleus of development and the real gain for the advancement of the educational and scientific aspect.

5. Terminological and procedural definition of study concepts

Reading

Reading is one of the first and most important skills that a learner acquires in the early years of school, which affects the learning of other subjects.

It is a complex and interrelated process that allows an individual to communicate and understand with others, understand their thoughts and respond in a correct and appropriate way, and any defect or difficulty in reading leads to what is known as dyslexia.

Dyslexia

Dyslexia is considered a disruption of the ability to read aloud, silently, or understand what is being read, and this disruption has nothing to do with any speech defect.

It is also defined as one of the learning disorders, and means the inability to absorb reading in proportion to the lesson, or the inability to read partially or completely.

Procedurally: It concerns a child aged 7 years and older who suffers from the inability to read and understand, along with the inability and inability to control, assimilate, and even retrieve writing symbols despite his intelligence and the integrity of his senses.

The Rorschach test

The Rorschach is a projective test, aimed at studying and diagnosing personality on the basis of the projection process, designed by the Swiss psychologist Hermann Rorschach Hermann Rorschach in 1920.

This test consists of ten plates on each of which “Ink Spots” different, black shapes and others of various colors, with bilateral symmetry, and these plates also include white spaces that vary in number and area from one plate to another.

Temporal organization

Before discussing the temporal organization, it must be defined.

Definition of time

Scientists have touched on several different concepts of time, among which we consider:

Plato's concept of time: The latter argues that the meaning of time is related to the animate, and therefore time has a beginning and the beginning of the world, and he introduced two important elements, the beginning and the end.

Aristotle's concept of time: He worked on defining the concept of time in three dimensions: nature, movement, and evolution.

Definition of temporal organization

It is that behavior that allows us to anticipate events according to certain dates, such as Days, seasons, past, present and future, yesterday, today and tomorrow.

It is also defined as the phase changes that occur and the infinite return of the same sequences that allow time to be determined for a certain stage, and to give a quantization of time based on the number of existing stages, for example, years.

It is this organization that makes the child able to estimate the time it takes to accomplish a certain action and the time it takes for the process of reading a word or sentence.

Procedurally: It is the length of time it takes for the child to perceive the ink stain on each of the ten panels of the test.

Spatial organization

Before clarifying the concept and meaning of spatial organization, we touch on the concept of place.

Definition of place

According to the dictionary of orthophonia, the place is “that unlimited expanse that it contains and surrounds the subjects that we perceive by our senses”.

Leibniz (Leibniz) believes that the place “is the set of relations between the subjects, each of which is a source of the other, it is the ocean where we can determine something”.

Definition of spatial organization

It is that concept that allows us to recognize directions: right and left, above, below and in the center, and to perceive space.

It is this organization that allows the child to trace the letters and the precedence of one letter over the other and determine the words he reads in the correct sequence, a logical order that makes the read word meaningful.

Procedurally: It is all the responses of a dyslexic child to the Rorschach test, which determine for us each large partial cognitive pattern or a small part of the large one, that is, all the responses of Type D and DDD.

6. Field framework of the study

Curriculum of study

Clinical curriculum

The requirements of scientific research require determining the type of approach followed, in order to reach objective, accurate, reliable, analyzable, interpretable and interpretable results.

On this basis, the appropriate approach adopted by this study is the clinical approach, because it fits the nature of the subject through psychological analysis of the current and past actions and conflicts of the child.

Pieron defines the clinical approach as an approach that seeks to find out the nature of the psychological course of each individual, with the aim of forming psychological incidents into a cognitive structure to which the individual is a source.

Study tools

Semi-guided clinical interview

The interview is a face-to-face conversation between the client and the clinical psychologist, the purpose of which is to work on solving the problems faced by the latter, and contribute to achieving his compatibility, including diagnosis and treatment.

A clinical interview is also a way of collecting information in a face-to-face situation, where verbal or verbal exchanges, movements and feelings intervene, a conversation aimed at obtaining types of information, aimed at understanding a particular problem, familiarization with the reasons that led to the emergence of the problem and its seriousness.

We resorted to the interview with the dyslexic child with the aim of recording observations and collecting information through direct interaction with the child, and observing him during the reading process in order to understand the psychological dynamics that allows understanding the content of the Examiner's speech, that is, the dyslexic child, and how he deals with letters in terms of their perception and pronunciation, in terms of The peculiarity of this child is in his relationship with reading, both in terms of the time it takes and in terms of dyslexia.

We also conducted an interview with the mother, being the closest person and constant companion of the child, in order to collect as much information as possible about the dyslexic child regarding the period of pregnancy, childbirth, breastfeeding, walking, sitting, and especially language acquisition in order to ensure that his dyslexia is not associated with a delay in psychological development.

The Rorschach test

It is used to study Personality and the psycho-emotional aspect, and reveals mental disorders and difficulties with identifying cognitive patterns through the temporal and spatial exploitation contained in the ten paintings.

We chose this test because it is characterized by a peculiarity that calls for perception as a metaphor for external reality, and also gives freedom of projection by invoking imagination to the internal reality of the examinee with psychological employment that allows the possibility of temporal recording.

The peculiarity of the ink spot for the test also lies in the fact that it is ambiguous, it is considered a space of interaction from where the child talks to the specialist about what he perceives, thinks and only imagines.

According to Kacero (2006), the Rorschach test is a kind of spatial-temporal card that allows the examinee to freely drop all cognitive psychological conflicts, in a period of time that includes hesitation to answer, silence and turning the card over.

7. Study limits

Spatial Framework

The study was conducted at the public institution of multiservice Neighborhood Health – cervontas – elements in Algiers, an institution that receives all segments for psychological examination, especially children of different ages who suffer from various school problems, including learning difficulties.

Time frame

The duration of the study extended from the date of 12/01/2015 to 15/06/2016, that is, for six months.

Research group

Size and characteristics of the research group

The study consisted of (4) cases of children with dyslexia, including (3) girls and one child, ranging in age from (7) years to (11) years, and from different levels of study: the second, fourth and fifth year of primary.

Characteristics of cases

Case 1: 7 years old, female, second year Elementary, IQ level 90 Q, difficulty composing letters.

Case 2: 9 years old, female, fourth year Elementary, IQ level 100 Q, delete letters.

Case 3: 11 years old, male, fifth year Elementary, IQ level 120 Q, formation problem.

Case 4: 9 years old, female, fourth year primary, IQ level 95 Q, cardio, substitution and deletion.

Method of selecting a search group

Due to the professional practice of the public institution of neighboring health – cervontas-in Algiers, which requires psychological follow-up for all age groups in their various cases that apply to us, and because we work as a multidisciplinary team of a psychologist and a specialist in mental medicine and atrophony, we relied in the selection of the research group on children with dyslexia, who were directed to us by After the disorder was diagnosed as dyslexic.

At the same time, guidance was provided by the teacher who noticed the difficulty of these children in reading, and by the observations of the parents, especially the mother, who relied in her complaint on the difficulty her child is experiencing while reading through the interview we conducted with her, which confirmed the professor's observations that her child suffers from difficulty in reading.

We have taken into account the following conditions in the selection of this group:

Age: For being an important element in the diagnosis of dyslexic disorder, since a child cannot be judged or diagnosed as dyslexic before seven years.

The study: In order to be able to diagnose dyslexia disorder in a child, the child must be studying in order to be able to determine whether he has difficulty reading or not.

Bariatric diagnosis: Although a clinical and educational specialist can diagnose dyslexia disorder, however, in this study, as we indicated earlier, due to our work as a team, we relied on the diagnosis of the speech therapist for these children.

Socio-economic situation

These children do not suffer from any family problems that can interfere as factors hindering the child's educational path, such as divorce, the death of one of the parents, frequent conflicts between parents or family problems of various kinds.

State of Health and safety of the senses

So that this child does not suffer from any health problems whatsoever and enjoys the integrity of the senses, what is meant by the senses is each sense responsible for the reading process, such as sight, hearing, and speech organs, such as the tongue, larynx, and vocal cords.

Nervous and mental state-intelligence

The cases on which the study was based, according to the interview with the mother and the information collected, show that the nervous and mental state of these children is intact.

This was also indicated by the detailed report submitted by the speech pathologist, on which the two researchers relied, which explained that these children suffer from dyslexia, in addition to seeing the IQ of each child obtained through the man's drawing test, which the speech pathologist applied to these cases for psychological follow-up.

8. View results

Presentation and analysis of the results of the first hypothesis

Premise: Spatiotemporal organization in a dyslexic child is characterized by a partial perception pattern that indicates the difficulty of integrating parts into a holistic unit through the Rorschach test.

Results of Rorschach test responses

Status	Partial perception pattern D	Partial perception of a large part Hd/Ad	Total latency time
Case 1	D=30، D%=88	Hd%=34%، Ad%=11%	4.5
Case 2	D=05، D%=42	Hd%=0%، Ad%=0%	20.2
Case 3	D=04، D%=31	Hd%=0%، Ad%=0%	13.40
Case 4	D=23، D%=67	Hd%=38%، Ad%=15%	7.2

As for the first hypothesis, we find that this hypothesis was realized only with one case, which revealed the effect of spatiotemporal organization on dyslexia in a child, the rest of the cases this hypothesis was not realized because the pattern of perception was not partial.

That is why we will deal with each case separately.

The first case

She is 7 years old and is studying in the second year of primary school.

It is noticeable through the Rorschach protocol that this study provided an important number of partial answers, represented by D=30, D%=88, and it also did not take long before the answers were given, as the total latency time was estimated at 4.5, but it was recording a remarkably long time before the painting was handed over, represented by the latency time Plate 10.42.

Most of the answers provided in the protocol of the study came in partial locations, compared to the total answers estimated at G=03, G%=08, with a percentage of answers represented by the perception of a small part of the part, represented by partial human perceptions Hd=12, Hd%=34%, and partial animal perceptions Ad=04, Ad%=11%.

This indicates the difficulty of integrating the parts into the whole, given the type of dyslexia that the subject suffers from, namely the difficulty of fitting the letter in the word with the deletion.

Here it turns out that the first hypothesis of the research has been realized that the spatiotemporal organization in a dyslexic child is characterized by a partial perception pattern indicating the difficulty of integrating parts into a whole unit through the Rorschach test in this case.

Her preferred mode of perception of paintings is more partial locations with a tendency to analyze and search for details, and this is a defense against the process of mental fixation of disturbing perceptions.

Thus, dyslexia is clearly related to spatiotemporal regulation and proves the effect of the latter on dyslexia.

The second case

She is 9 years old and studying in the fourth year of primary.

For this case, most of the answers given in the Rorschach protocol came in total positions G=07, G%=58%, along with answers with partial positions D=05, D%=42%, with morphological determinants F=92%, with the absence of sensory determinants C=00%.

The researchers were also able to provide these answers based on the time taken for each panel of 23.

Such a production indicates the need of the researcher to adjust the internal topics and remove all disturbing perceptions and feelings of guilt, and therefore, the problem of dyslexia then returns to a psychological problem associated with her latency stage, which carries a special clinical significance associated with the type of dyslexia she suffers, namely difficulty in pronouncing the formation of the pronoun, opening, fracture, stillness along with the heart, deletion and replacement.

Therefore, her dyslexia is not related to the pattern of partial perception of paintings, but to another variable related to the development of spatiotemporal organization in the subject.

Thus, in this case, we did not find an effect of spatiotemporal organization on dyslexia at that time.

The third case

The child is 11 years old, he is studying in the fifth year of primary school.

Most of the answers provided in the research protocol came within the total locations represented by G=09, G%=31%, followed by a few partial answers D=04, D%=31%.

This indicates a defensive cognitive context against the provocations inherent in the test plates, the control of the Macro-pattern over the micro-pattern in the protocol, accompanied by a whole variety of contents, ranging from human images to thematic animal and plant contents, which indicates the existence of limits to a good-quality physical image.

Therefore, the first hypothesis was not fulfilled in this research, and therefore dyslexia in him may be associated with another disorder in the spatiotemporal organization other than the difficulty of integrating the parts into the whole.

Therefore, there is no effect of spatiotemporal organization on dyslexia through the Rorschach test in this case.

The fourth case

She is 9 years old and studying in the fourth year of primary.

We find that the partial answers in this case were D=23, D%=67%, which were of an animal and partially human nature Ad=38%, Hd=15%, repeated almost throughout the protocol.

It also took a considerable amount of time to examine all the panels, as the average panel time was 3.31, with a short latency time of 7.2 being noted.

However, she deliberately repeated the answers as a denial of changing external stimuli in almost most of the paintings, in response to the need to defend against anxiety, and the disruption that affected the psychological and physical atmosphere of the subject.

The difficulty of integrating the parts into a defined physical unit, human or animal, is clearly manifested in the Black Paintings: VII, VI, V, IV, III, II, I.

This indicates the presence of psychological trauma in front of the Black color, which clearly explains the presence of her partial perception pattern, which leads us to say that spatial-temporal organization and dyslexia are not affected by her through the Rorschach test.

9. General discussion of the results

The results of the study show the fulfillment of the hypothesis according to which the spatiotemporal organization in a dyslexic child is characterized by a partial perception pattern indicating the difficulty of integrating parts into a holistic unit through the Rorschach test in one case.

This hypothesis was not realized in the rest of the cases that share dyslexia disorder with the first case, but they differ in age, as they range from 9 to 11 years old, and also differ in the academic level between the fourth and fifth year of primary school.

This is likely to lead to the conclusion that there are differences in the result obtained through this Test between the levels of study cases.

The more the dyslexic person moves from one educational level to another, the less or the problem of spatiotemporal organization is eliminated from him, since the acquisition of these two concepts, time and space, is associated with the development of the stages of growth and maturity in him.

This explains the absence of this problem relative to other cases.

This result is consistent with the result of the study conducted by the researcher “Ayad masouda”, where she concluded that there is a relative relationship between the disorder of the concepts of time and space and dyslexia, as the relationship between them is neither inevitable nor absolute, and this problem disappears with the advancing age of the child.

In this regard, he emphasizes “Piaget” that the child of the eighth and ninth is able to coordinate temporal events and be more aware that there is independence between time and the activity he performs, and he becomes differentiates between psychological time and physical time.

Therefore, the acquisition of the concept of time cannot be before eight, and this is explained by the hypothesis that was achieved with the first case, since the child's age is less than eight, and therefore her inability to coordinate between temporal events, unlike other cases.

The same is true of the spatial organization identified by Piaget between the ages of nine and Ten, where he sees that during development, the child has in his mind a world and a fixed medium in which he identifies himself, and his ability to perceive the spatial relationships existing between forms varies depending on the different stages of his development over the years of his life.

In the latter, we can say that the problem of spatiotemporal regulation is accidental and not a cause of dyslexia, therefore spatiotemporal regulation does not affect dyslexia in a child, it may be a consequence of dyslexia, not a cause of it.

It is also worth noting the compatibility of the study with another study despite the use of a projective psychological tool, which shows the effectiveness of this tool in revealing two important concepts, namely time and space, which may be a precursor to other research.

10. Conclusion

The results after applying the Rorschach test reached the achievement of the hypothesis in one of the four cases, which can be attributed to the age and school level in this case, which is the youngest, as well as due to the fact that it did not reach the appropriate age at which the concept of time and space is acquired, which are considered one of the initial concepts related to the stages of growth.

But it should be clarified that the Rorschach test revealed important results in other cases where the research hypothesis was not fulfilled, namely, the latency stage, psychological trauma, body image and its correlation with spatiotemporal organization in a dyslexic child.

Therefore, we hope that in the end, this study will be a starting point for other more in-depth studies on this topic, which may reveal other results that will be useful and effective all in favor of revealing the truth of this disorder and thus treating it.

11. Recommendations

In light of the results obtained through this study, we propose the following:

• Develop and prepare a standardized test that measures the following abilities of an individual: the concept of space and the concept of time.
• Interest in studying the body image and its relationship to spatiotemporal organization in a dyslexic child.
• Interest in the study of trauma and its relationship with spatiotemporal organization in a dyslexic child.

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