What is Dyslexia?
There are many definitions of dyslexia.
A very simple one would be that dyslexia is a specific learning difficulty which
makes it hard for some people to learn to read, write and spell correctly. The
recent Report of the Task Force on Dyslexia (2001) suggests the following more
scientific definition:
Dyslexia is manifested in a continuum of specific learning difficulties related
to the acquisition of basic skills in reading, spelling and/or writing, such
difficulties being unexplained in relation to an individual's other abilities
and educational experiences. Dyslexia can be described at the neurological,
cognitive and behavioural levels. It is typically characterised by inefficient
information processing, including difficulties in phonological processing,
working memory, rapid naming and automaticity of basic skills. Difficulties in
organisation, sequencing and motor skills may also be present. (p.31)
The report goes on to say that the learning difficulties arising from dyslexia:
* occur across the lifespan, and may manifest themselves in different ways at
different ages;
* may co-exist with difficulties in the area of numbers;
* may be associated with early spoken language difficulties;
* may be alleviated by appropriate intervention;
* increase or reduce in severity depending on environmental factors;
* occur in all socio-economic groups
* can co-exist with other learning difficulties such as Attention Deficit
Disorder, and may or may not represent a primary difficulty
Causes
A great deal of research has been done in recent
years on the cause of dyslexia and it may be that a great deal more needs to be
done before we have a definitive answer. We do know that developmental dyslexia
is inherited, more common in males than females and that one is born with it.
While no conclusive research has been carried out in Ireland to determine how
prevalent it is, studies in other countries would suggest that 6% to 8% of the
population are likely to be affected. It would seem that people with dyslexia
share a cluster of genes, which may, it is believed, account for the variations
in the nature and extent of specific learning difficulties.
Experts are not agreed, however, on the underlying causes of dyslexia. Professor
John Stein, Oxford, believes that auditory and visual difficulties are caused by
abnormal magnocellular development. Malfunction in the development of sensory
nerves happens at the foetal stage and is said to cause eye convergence
difficulties and inhibit steady eye fixation. Other theorists consider that a
phonological deficit is the root cause of dyslexia. Evidence from brain imaging
suggests that people with dyslexia do not activate the left hemisphere (the
language side) in the brain as much when reading as non-dyslexic readers, and
that there is less engagement of the areas of the brain which match letters with
sounds. Yet another view is that the role of the part of the brain which
controls balance (the cerebellum) is crucial and that differences in this area
make it difficult for children with dyslexia to acquire automaticity in tasks
and may further inhibit the development of language dexterity and motor skills.
Experts do agree that dyslexia describes differences in the way in which the
brain processes information, and while there may be differences in the way in
which the brain works, this does not imply any abnormality, disease or defect.
All Children Learn Differently
Whatever the origins of the difficulty, the truth is that children and adults
with dyslexia learn differently. If this difference is not accommodated within
the school system, the child may have difficulty in learning to read, write,
spell and handle numbers. Some difficulties will be mild and a child may cope
without extra support. Others are severe and the child will require specific
help and tuition.
Indicators of Dyslexia
A problem learning to read and/or spell should
alert parents and teachers that a Specific Learning Disability may be present.
This applies particularly when a child's progress seems at odds with his or her
general level of ability.
A child with dyslexia may:
* have experienced early speech and language
problems.
* confuse directions like left and right.
* have difficulty remembering common sequences such as the days of the week,
tables and the alphabet.
* have poor pencil control and awkward handwriting.
* mix up the sound of words and order of numbers.
* be unable to pair speech sounds with letters and vice versa.
* confuse letters and words that look somewhat alike (e.g. b/d, p/q, m/w, n/u,
was/saw, cat/act, from/form).
* have difficulty copying words and numbers from a book or blackboard.
* have specific difficulties in arithmetic, such as place value
* have problems recalling the names of words or objects
* Older children (second-level) may have problems in getting their thoughts on
paper and so may not do as well in written exams as expected. They may find
second or third language learning difficult. Spelling problems may persist and
even reading aloud may still be difficult or embarrassing
Telling Your Child About Dyslexia
There is an old saying - "It's no disgrace to
be poor, but it's mighty inconvenient."
The same could be said of dyslexia. It
is nothing to be ashamed of, but it does complicate life. While there is no
doubt that many people with dyslexia have special gifts, and some of the common
traits of dyslexia can be very useful, nevertheless in a world where literacy is
important, dyslexia ia a definite inconvenience. There is no denying that - but
it is not the end of the world either. It is very important for your child that
you find a balance when dealing with the subject.
If a diagnosis of dyslexia has been made and your child needs to have extra
tuition, within or outside of school, this will need to be explained to the
child very carefully. Again, the more information you have the easier this will
be. When explaining in dyslexia to your child, you have to translate the results
of the assessment into plain language. You also want the child to know that
dyslexia is nothing to be ashamed of, that help is available, and that there is
no reason why the child should not achieve to his or her potential.
* If you child is diagnosed as having SLD/dyslexia, then tell your child this.
There is no reason to hide it.
* Explain that dyslexia is a very common condition and several other people in
the school and maybe even others in the class, or in the family have it. There
are also many famous people with dyslexia.
* You can tell the child that dyslexia is just a big word to explain why some
people find it hard to learn to read, write and spell. Everyone is different.
* We all have different strengths and weaknesses. Identify something the child
does well, whether it is sport, music, art or hand work. It could be that the
child is good with animals, generous, popular, funny, loving - whatever. Find
some real strength which the child has. This is most important. Then say that
the child does not find reading and spelling as easy as these other things, but
that is how life is.
* Explain that this is not the fault of the child, the parent or the school. It
is something that happens - like having fair hair, freckles or blue eyes.
* Let the child know that this explains why s/he is having difficulty at school.
* Tell him/her that this means s/he will have to work very hard, maybe harder
than others in the class to succeed, but that it can be done, with proper help
and support.
* be prepared to discuss the problem with your child more than once. Do not
assume that s/he will take it all in the first time. You may need to return to
the subject many times over the coming years.
Alternative Therapies
The Dyslexia Association has been working with children and adults with SLD/Dyslexia since 1972. The association advocates direct teaching as the optimum way of improving literacy skills. Teaching is time-consuming and often tedious, but when appropriate teaching, as an intervention, begins early in life and has the moral and practical support of the home and the school, it is successful. All teaching is most effective when it adheres to the following basic principles:
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The results of the assessment are used to diagnose specific learning difference.
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Learning objectives are used for planning and evaluation.
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The teaching is multi-sensory, using all available learning channels.
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The teaching is systematic/sequential, i.e. uses task analysis.
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The teaching is cumulative, i.e. helps the learner connect what is being learned to what is already known.
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The teaching provides for over-learning, i.e. repetition and consolidation, through rehearsal to automaticity.
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The teaching is cognitive and encourages learners to think about language and understand language structures.
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The teaching is success orientated, i.e. that it ensures success and builds self esteem.
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The learner is helped to transfer learning to real literacy situations.
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The home is involved.
The Dyslexia Association's years of experience and knowledge of SLD/Dyslexia, as well as our contact with British, European and International associations, has led us to the conclusion that there is no quick fix, no magic pill, no universal panacea, that will provide a cure.
Despite this belief, regularly, over the years, bona fide researchers and charlatans alike continue to look for alternative treatments that might cure, prevent or otherwise have a positive effect on the learning difficulty. Learning difficulties, and dyslexia in particular, seem to attract unusual forms of treatment. The only real way to determine the worth of these treatments is to become better acquainted with some of the methods of scientific investigation. Research has shown that many things can influence performance incidentally:
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Placebo Effects - in placebo effects, illnesses can be 'cured' just because patients believe that they are receiving effective treatment. |
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Hawthorne effects - the Hawthorne effect is the finding that for every change in circumstances there will be a change in behaviour. |
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Attentional effects - in attentional effects, subjects may react favourably to a treatment just because they are the centre of a lot of attention. |
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Motivational effects - motivational effects are the result of a subject trying much harder just because they have been singled out for treatment and made to feel special. |
Parents and professionals should watch out for any promoted method or product that costs a lot of money and promises a quick fix or 'cure'. Any method or product should be considered controversial and suspect if:
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There is no research to prove that it works, or which explains why it works.
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The research has not been independently replicated.
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The claims of the method or product far exceed the research results.
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The only 'proof' is the personal testimony of parents or their children.
Before signing any contract, agreeing to any treatment or purchasing any product that sounds too good to be true, ask to see the independent research papers that support their claims. Also ask for local references. Talk to professionals in the field about the method. If it sounds too good to be true, it probably is.
Some Alternative Therapies / Non-Teaching Strategies
The association is open to the adoption of new and improved methods of teaching but we owe it to our members to be cautious when new and alternative methods are suggested. Therefore, the association does not endorse any methods of working with people with dyslexia other than teaching which is specific, systematic and cumulative, designed to cater to the learner's assessed needs.
If other non-teaching therapies are being considered then users should satisfy themselves as to the scientific validity of these therapies.
Thus, the following approaches are included for information only, and their inclusion does not constitute a recommendation by the association.
Movement-Based Therapies
Educational kinesiology, neuro-developmental therapy, primary movement, brain gym, DDAT programme - these theories hold that learning difficulties can be caused by primitive reflexes remaining active in the body. Attainment of balance, hand-eye co-ordination, motor control and perceptual skills may be delayed or inhibited as a result. This condition is said to be corrected by a programme of exercises designed to inhibit primary reflexes and thus develop and improve balance, co-ordination, etc.
Eye-Related Therapies
Scotopic Sensitivity (Irlen) Syndrome - Irlen lenses (colour tinted) or filters have been found to reduce or eliminate glare which causes some readers to experience perceptual difficulties. Further information is available from: www.irlen.com
Nutritional Supplements / Diet
Essential fatty acids (Omega 3 and Omega 6 oils) are said to help maintain eye and brain function. These essential fatty acids are found in oily fish (e.g. salmon, tuna, and mackerel) and in vegetable oils and seeds (e.g. sunflower, flax, pumpkin and sesame). Nutritional supplements are also available in pharmacies and health food stores. For further information visit the Food and Behaviour website www.fabresearch.org
"An Overview of Interventions" by Alan Sayles
Alan Sayles, Educational Consultant to
DAI, presented a paper to the 5th DAI European Conference on April 17, 2004.
This paper "An Overview of Interventions" discusses the range of alternative
approaches to dyslexia. Click on the link below to download the presentation
(PDF format). This is quite a large file so may take several minutes to download
completely.
Sayles Conference 2004
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