Dyslexia is a learning disability that
includes difficulty in the use and processing of linguistic and symbolic codes,
alphabetic letters representing speech sounds or numeric representing numbers
or quantities.
The word dyslexia is derived from the Greek
word ‘dys’ (meaning
poor or inadequate) plus ‘lexis’ (words or language). Implying
only an inadequacy in language tasks.
Dyslexia does not reflect an overall defect in
language, but, rather, a localized weakness within the phonologic module of the
brain. This module is the functional part of the brain where the sounds of
language are put together to form words and where words are broken down into
sounds.
Dyslexia can manifest itself in different ways.
It is common for children with dyslexia to experience one or several of the
following challenges:
- problems with the auditory side of language (the way sounds are translated into different symbols)
- difficulty recognizing letters
- struggling to link multiple words together (even if individual words can be read without a problem)
- difficulty with language comprehension (for example, taking a long time to process words; by the time the end of a sentence or paragraph is reached, the beginning has been forgotten).
There are many definitions of the disorder called
''dyslexia'' but no consensus.
The
World Federation of Neurology defined dyslexia as follows:
''Specific developmental dyslexia is a disorder
manifested by difficulty learning to read despite conventional instruction,
adequate intelligence, and adequate sociocultural opportunity. It is dependent
upon fundamental cognitive disabilities that are frequently of constitutional
origin.''
Symptoms of Dyslexia
- Dyslexia can affect spoken language, written language and language comprehension.
- Dyslexics have trouble breaking down unfamiliar words into letter-sound segments. As a result, reading is slow and filled with errors.
- Dyslexics require extra time and effort to process language information.
- Dyslexics have difficulty in learning (and remembering) the names of letters.
- Dyslexics often fail to understand that words come apart; for example, that “batboy” can be pulled apart into “bat” and “boy” and, later on, that the word “bat” can be broken down still further and sounded out as ‘b’ ‘aaa’ ‘t’
- Dyslexics often have a difficult time learning to associate letters with sounds, such as being unable to connect the letter b with the /b/ sound.
- Dyslexics will sometimes make reading errors that show no connection to the sounds of the letters; for example, the word “big” is read as “goat.”
- Dyslexics often struggle to read small “sight” words such as “that,” “an,” “in.”
- Dyslexics often substitute words with the same meaning for words in the text they can’t pronounce, such as “car” for “automobile.”
- Dyslexics often omit parts of words when reading.
- Dyslexics often have difficulty remembering dates, names, telephone numbers, and random lists.
- Dyslexics often have an extreme difficulty learning a foreign language.
The symptoms of dyslexia can differ from person to person, and each
person with the condition will have a unique pattern of strengths and
weaknesses.
Causes
Dyslexia tends to run in families, and
researchers have identified the genes that may be responsible for the
condition.
Scientists have also found specific brain
differences involved in dyslexia. Brain images show that dyslexia results from
certain structural differences in the brain, particularly in the left
hemisphere.
Brains of people with dyslexia show very little
activity in areas known to be highly important in linking the written form of
words with their phonetic components. So in order to read, people with dyslexia
must sprout alternative neurological pathways. They compensate by making more
use of a front-brain section called Broca's area, traditionally associated with
other aspects of language processing and speech.
A very small percentage of people with dyslexia
have what’s called the acquired form of the condition.
This means they developed the disorder later in life. Acquired dyslexia can be
caused by a stroke, brain injury or other type of trauma.
Treatment
While there is currently no cure for dyslexia,
there is a range of specialist interventions and treatments that can help
children with dyslexia with their reading and writing. The amount and type of
intervention necessary will depend on the severity of their condition.
Educational intervention
Research has found that
early educational interventions, ideally before a child reaches seven or eight
years old, are effective in achieving long-term improvements in their
reading and writing.
There is a large body of good quality evidence
that interventions that focus on improving phonological skills (the ability to
identify and process sounds) are the most effective way of improving reading and
writing. These types of educational interventions are often referred to as
phonics. Phonics is a system widely used to teach all children to read and
write, not just those with dyslexia.
Remedial Teachers may use
techniques involving hearing, vision and touch to improve reading skills.
Helping a child use several senses to learn — for example, by listening to a
taped lesson and tracing with a finger the shape of the letters used and the
words spoken — can help him or her process the information.
A remedial teacher will
focus on helping the dyslexic child:
- Learn to recognize the smallest sounds that make up words (phonemes)
- Understand that letters and strings of letters represent these sounds
- Comprehend what he or she is reading
- Read aloud
- Build a vocabulary
If the child has a severe reading disability,
tutoring may need to occur more frequently, and progress may be slower. A child
with severe dyslexia may never be able to read well. However, academic problems
don't necessarily mean a person with dyslexia will be unable to succeed.
Students with dyslexia can be highly capable, given the right resources. Many
people with dyslexia are creative and bright, and may be gifted in mathematics,
science or the arts. Some even have successful writing careers.
At our “Jeyam- Remedial Education Clinic”,
we are providing the following Intervention Programmes:
- Remedial Education (Phonics and Syllable Methods)
- Computer-Aided Intervention
- Remedial Writing Techniques
- Multisensory Approaches
- Mind Mapping and Visual Strategies
- Brain Gym and Movement Therapy