DYSLEXIA
Dyslexia literally stems from the Greek, meaning “difficulty (dys)
with words (lexia) ”.
Previous definition
In the 1980's, the only definition of dyslexia was an exclusionary
one. If a child's difficulty with reading could not be explained by low
intelligence, poor eye sight, poor hearing, inadequate educational
opportunities, or any other problem, then it was determined by exclusion that
the child must be dyslexic.
In 1968 the World federation of neurologists defined dyslexia as- “a
disorder in children who, despite conventional classroom experience, fail to
attain the language skills of reading, writing and spelling commensurate with
their intellectual abilities”.
A more specific definition was needed rather than one based on
exclusion. A number of organizations have attempted to produce a more specific
definition based on the more current research work.
International Dyslexia Association definition
Dyslexia is a neurologically-based, often familial, disorder which
interferes with the acquisition and processing of language. Varying in degrees
of severity, it is manifested by difficulties in receptive and expressive
language, including phonological processing, in reading, writing, spelling,
handwriting, and sometimes in arithmetic.
Dyslexia is not the result of lack of motivation, sensory
impairment, inadequate instructional or environmental opportunities, or other
limiting conditions, but may occur together with these conditions.
Although dyslexia is life long, individuals with dyslexia frequently
respond successfully to timely and appropriate intervention.
National Institute of Health definition
Dyslexia is a specific learning disability that is neurological in
origin. It is characterized by difficulties with accurate and/or fluent word
recognition, and by poor spelling and decoding abilities.
These difficulties typically result from a deficit in the
phonological component of language that is often unexpected in relation to
other cognitive abilities and the provision of effective classroom instruction.
Secondary consequences may include problems in reading comprehension
and reduced reading experience that can impede growth of vocabulary and
background knowledge.
However what these definitions do not address are the many other
symptoms found to be part of the dyslexic profile as well as the reason for the
significant overlap with other conditions associated with learning and
behavior. These include problems with attention or learning other skills like
handwriting, visual skills, memory abilities etc.
The National Institute of Health in the USA have spent
many years researching learning disabilities. They found that:
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Dyslexia affects at least 1 out of every 5 children in the United
States
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Dyslexia represents the most common and prevalent of all known
learning disabilities.
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Dyslexia is the most researched of all learning disabilities.
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Dyslexia affects as many boys as girls.
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Some forms of dyslexia are highly heritable.
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Dyslexia is the leading cause of reading failure and school dropouts
in the USA.
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Reading failure is the most commonly shared characteristic of
juvenile offenders.
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Children do not outgrow reading failure or dyslexia.
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Research evidence does not support the use of "whole language"
reading approaches to teach dyslexic children.
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Dyslexia and ADHD so frequently coexist within the same child that
it is always best to test for both.
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Children with both dyslexia and ADHD are at dramatically increased
risk for substance abuse and felony convictions if they do not receive
appropriate interventions.
T
he cerebellum rather
than the thinking brain.
Professor Rod Nicolson at University of Sheffield has
shown that the cerebellum is very underactive during most types of learning in
people with diagnosed dyslexia and not just learning to read. This therefore
increases the effort that an individual has to make when learning and many
dyslexics will complain that the very complex process of learning to read is a
very tiring process. However it is only one of a number of different symptoms
of cerebellar underfunctioning.
When people were examined by Professor Nicolson he also found that
they showed many medical signs of an underactive and poorly functioning
cerebellum.
Sequencing, another function of the cerebellum, is also affected in
dyslexia. Sequencing difficulties can include: sequencing of numbers, or ideas
in arguments, or the order of a story, co-ordination of movements and timing.
The cerebellum is also very closely linked to the controlling
systems of eye movements. This means that instead of being able to move the
eyes swiftly between two points the eyes take one or more corrective measures
to reach the correct point. This can make copying a very difficult task,
whether off a blackboard or another page of writing. The smooth pursuit or eye
tracking of a moving object is also disrupted, as the eyes “jump” from the
target and movements are needed to correct back to following the moving object.
This has big implications for reading as words; letters or whole
sentences can be missed, or are misread due to the eye movement difficulties
rather than lack of knowledge. But learning spellings can also be affected in
this way, as can mathematical calculations when the eyes are moving between
different numbers or letters. This is not a difficulty of understanding but of
eye movement control.
Short-term memory is also affected, so that a process learnt one day
would have to be re-learnt the next. This includes calculation procedures,
factual information, spellings, and for some it includes personal information
such as birth-dates and addresses.
In terms of reading, dyslexia does not mean that a child’s reading
age is necessarily below that of their peers. It does mean that there is a
difference between the ability that should be attained due to their levels of
intelligence and the performance in academic work. For example a child who is
equivalent to four years ahead in their intelligence levels, might be a year
ahead in their reading levels, but there is still a discrepancy between their
intelligence and performance. Likewise a child of average intelligence may be
less than two years below in their reading age but still struggle in performing
to their potential.
Many children we see at Dore are of above average intelligence, this
is why many have not been picked up by the schools as having problems severe
enough for special needs teaching. Despite this many of these children are
frustrated by the difficulties they are experiencing.
Self-Esteem in Dyslexia
Self-esteem is affected when the child is aware that they have
greater capabilities but are unable to demonstrate them and therefore are
considered to be “thick” or stupid. This was said very well by a person who has
suffered from this:
“Many of the behaviors associated with (dyslexia) are essentially
antisocial and are duly treated as such. Of course a teacher will tell off a
child who is always the last to appear from the playground at break time, who
consistently fails to learn his times tables, who throws babyish
temper-tantrums. Processes or socialization are subconscious, and consequently
that child will naturally assume that he is in the wrong, that everyone else
experiences his difficulties but makes less of a fuss about it. In the same way
he will convince himself that he is isolated from his peer group because he is
simply not a likeable person. He will repress his emotionality, discover ways
of compensating for his difficulties, learn to distrust his own judgment and
intuitions, and above all overlook the fact that he has a problem. This of
course, complements his inability to think clearly and to express why he feels
he has been treated unjustly, in so doing severely undermining his self-esteem.
From an early age the dyslexic child will be subconsciously disguising his
disorder as best as he can. Needless to say, its cognitive side is secreted
most easily.”
Famous Dyslexics
Hans Christian Andersen, Alexander Graham Bell, Cher Winston
Churchill, Leonardo da Vinci, Walt Disney Thomas Edison, Albert Einstein, Henry
Ford Whoopi Goldberg, Jackie Stewart, Quentin Tarantino
……the list could continue for pages and pages with 1000’s and 1000’s
of “not so famous” dyslexics. They may be anonymous but they all suffer with
the symptoms outlined in this section, and that is why the work of Dore is so
important…
Key features of Dyslexia
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Often has average or above average I.Q., but doesn't do as well on
school tests as they should
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Feels "dumb", has poor self-esteem and lacks confidence
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Easily frustrated and emotional about school, reading, or testing,
often uses avoiding tactics.
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Seems to "zone out" or daydream often, gets lost easily or loses
track of time
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Reads or writes with additions, omissions, substitutions,
repetition, reversals, or transpositions of letters, numbers or words
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Often confuses left/right, over/under § Has difficulty telling or
managing time, being on time or learning sequenced information or tasks.
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Mispronounces long words; transposes phrases, words and syllables
while speaking
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Sometimes complains of dizziness, nausea, or headaches or stomach
aches while reading or studying. Often feels exhausted after reading since it
is such an effort to read since the child has to work so much harder.
The quotes below although not taken from Dore patients illustrate
what people endure, and sums up what life can be like suffering with a learning
difficulty like dyslexia.
Quote: “My wife was badgering me, the children were
encouraging me, and friends were lecturing me. They had all become
convinced that I was dyslexic. They had heard programs about it, read
books about it, talked to people about it - talked to people about it - and now
they were absolutely positive I was dyslexic. But I didn't feel so sure.
True, all my life I'd struggled with reading and writing.
True, I'd always felt in a muddle somehow - but surely that was just me.
At school I'd been put down as 'lazy', 'not very bright', at college I had to
work twice as hard as everyone else just to survive; and at work I was
constantly in trouble for forgetting things and making silly mistakes.
I always seemed to be battling somehow, battling to express myself,
to take in what people were saying, battling to organize myself, battling to
keep some self respect in the face of constant frustration and humiliation.
And now suddenly people were telling me, "No, this isn't stupidity,
it isn't laziness or bloody-mindedness, it isn't anything terrible at all -
it's just a collection of difficulties that you can do something about." “
The quote above illustrates how people feel stupid and lazy and
wonder why everybody else around them is coping far better than them. At Dore
we help people to achieve things easier and realize the potential within them.
Quote: “When at school, I had a number of problems
but was always perceived by teachers as a successful pupil as I was always in
the top groups for the subjects that I was taking. The fact that I had a
spelling and grammar problem was always ignored by teachers although my parents
constantly challenged this view.
Once I left secondary school, with my fist full of GCSE's, and went
to college to study for my A levels, an observant lecturer became concerned and
referred me to their support unit for evaluation. It was there that my
"problem" was recognized and I became "statemented."
Throughout my school life I achieved by working harder than my
peers. When they did their homework in one hour it would take me 4 or 5 hours.
When I was at the college and later when studying for a law degree,
I had to record each lecture on a tape recorder. Back at home I would play the
lecture back once to familiarize myself with it, a second time so that I could
make my key notes. My learning then took place from my notes. The whole process
was laborious and very time consuming.”
The above quote indicates the way in which people will cope with
their difficulties and find ways in which to compensate. Although the
individual in question achieved great success the level of work that she had to
endure was significantly greater than her peers. The inefficiency of the
cerebellum can add such a load to a person that it can drain even the most
intelligent of individuals
How can Dore help?
Many if not all of the above symptoms of dyslexia can be greatly
reduced when the functioning of the cerebellum can be improved. The aim of the
Dore Center is to encourage the development and use of the cerebellum, and so
improve the ability to learn and automatise skills. Therefore the ability to
learn and improve all skills is affected of which reading is but just one of
those skills. See our research results to see just how these changes can take
place even when teaching has not been changed,
Try our quick and free assessment to see if the program
could help you or call our Client Support Team for more information on
877-855-DORE.