I was treated by Levinson briefly in the 80's when in my early 20's. His office on Long Island is a factory and he is happy to charge outlandish fees and put patients through a series of "tests" and then toss off a scrip for dramamine. This is about as close to snake oil as you can get in this modern age.

What amazes me is that he is still around, that his book is still in print, and that people believe his "theory" in the face of overwhelming evidence to the contrary.

However, I can testify that I saw, personally, the extremely strong link between corrective vestibular stimulation (as shown to me by an occupational therapist), and reading problems.

My son was diagnosed with sensory integratin disorder at age three. They told me that he would have trouble learning to read. I did not believe them, as he was an extremely bright child with an above average IQ (as per tests, and as everyone kept telling me.) Well, they were right, and I was wrong. He did have tremendous difficulty learning to read.

We spent time and money on tutors, made him practice reading (which he hated). Absolutely no results. After a session of sensory integration therapy (correctly done), he suddenly read fluently and quickly. This only lasted for a couple of hours, at most a day, then he would regress to reading very, very slowly and stumbling over the words. In the end, sensory integration therapy was only partly helpful, as the effects of therapy were not long-term, however sensory integration therapy is still in its very early stages, with therapists mainly using a "trial and error" method (each therapist I saw diagnosed him differently).

However, the link is definitely there. I saw my son reading fluently after a SI session, it was like a light switch - on/off. The problem being that it seemed to switch off after a certain amount of time. His behavior also underwent a dramatic change after therapy - for the same limited amount of time. He was calm, happy, and easy to deal with. I suspect that when they come up with a way for parents to do this therapy easily at home - every day - we will have seen a "cure" to these neurologically based problems.

This book made sense out of dozens of seemingly unrelated issues/problems (dizziness, falling out of chairs, upset stomach, difficulty organizing thoughts, and much more), and backed it up with solid research and reasoning that made me say, "Oh, of course! That makes perfect sense!" I am so relieved to have found this book.

If I could give this a negative star, I would.

This is what Larry Silver, MD, has to say about Levinson's frauduent claims:

In summary, there is no current evidence supporting the theory of vestibular dysfunction nor supporting the proposed treatment approaches. Yet, the primary proponent of this treatment for learning disabilities remains extremely busy evaluating and treating these children.

Neurophysiological Approaches (a critique) Author:? Larry B. Silver, M.D.

International Dyslexia Association: Perspectives (info) Printed Date: Spring 2001 vol 27(3)

Cerebellar - Vestibular Dysfunction
Several investigators have suggested that the vestibular system is important in learning. They claim that there is a causal relationship between vestibular disorders and poor academic performance involving reading and written language in children with Learning Disabilities. Ayres, (1973), Frank and Levinson (1973), and Levinson (1980) suggest that such children require a specialized therapy before they can benefit from academic input. DeOuiros (1971) and Levinson (1984) suggest that evidence of a vestibular disorder is predictive of learning disabilities and that therapy can prevent these disabilities.

In recent years, Levinson has published several books on the causative role of the vestibular and vestibular-cerebellar systems in learning disabilities. He proposes the treatment of dyslexia with anti-motion sickness medication to correct the vestibular dysfunction. No research is cited in his books to support his theory or the effectiveness of his treatment. His books refer to his clinical observations and case examples. In one book (Levinson, 1984), he proposes multiple other interventions along with the anti-motion sickness medication, including many other types of medication plus special education.

The role of the vestibular system in the higher cortical functions required for academic performance is not known. Some of the symptoms generally associated with learning disabilities (faulty eye movements, poor postural coordination, poor balance, and poor spatial orientation) could be indicative of vestibular disorder. Such symptoms, however, are only indirect evidence for vestibular dysfunction. The most prorninent objective sign of vestibular involvement is nystagmus (spasmodic, rapid movement of the eyeball from side to side).

The hypothesis that there is a relationship between vestibular function and the academic learning of reading and written language comes chiefly from the authors noted. Ayres used the Southern California Postrotary Nystagmus Test. In this test, the child is rotated in alighted room with eyes open, which provides both visual and vestibular stimulation. Thus, it may not be a valid test of vestibular function. Frank and Levinson, used "blurring speed" as evidence for abnormal vestibular function. This was described as the speed at which words passing across the visual field can no longer be recognized. But, because this involves the passing of stimuli across the subject's visual field at varying speeds, it constitutes visual stimulation, not vestibular.

Consequently, none of the work of these investigators has provided conclusive evidence for vestibular dysfunction in individuals with learning disabilities. These data could possibly be interpreted as evidence of visual dysfunction. Other studies on vestibular dysfunction in children with learning disabilities have reported negative or equivocal results as well.

A study by Polatajko (1985) investigated the relationship between children's vestibular function and academic learning using well-defined criteria for learning disabilities and exact measurements of vestibular activity. The evaluation of vestibular function consisted of examination of calibration records, search for spontaneous and gaze nystagmus, testing smooth pursuit, and vestibular and optokinetic testing. Vestibular nystagmus was induced by a rotating chair. No significant differences either in the inbsity of vestibular responsivity or in the prevalence of vestibular dysfunction were found between the normal learning children and children with learning disabilities. There was no evidence that children having low, average, or high vestibular responsivity differed significantly on measures of academic performance. There was no significant correlation between measures of vestibular function and measures of academic performance.

In summary, there is no current evidence supporting the theory of vestibular dysfunction nor supporting the proposed treatment approaches. Yet, the primary proponent of this treatment for learning disabilities remains extremely busy evaluating and treating these children.
(...)

I encountered this book in an earlier edition in the late 1980s. The description of dyslexia and the life problems that go with it was a revelation. By following what I learned in the book I experienced dramatic improvement and a "whole new lease on life!" Furthermore I was able to help the two of my children that are 'other-abled' with dyslexia as well. I can give a hearty endorsement. All who struggle with the feeling that there is something wrong with their brain, that they just can't keep everything straight in their lives need to read this book. Thank-you Dr. Levinson for the help you gave me and my family.