Dyslexia
Labels Dyslexia
- Definition .
- Description .
- Demographics .
- Causes and Symptoms .
- Diagnosis .
- Treatment .
- Prognosis .
- Prevention .
- The Future .
Showing posts with label Dyslexia. Show all posts
Showing posts with label Dyslexia. Show all posts
Labels Dyslexia
Definition
Dyslexia is a learning disability related to reading and writing that is neurological
in origin. It is the most common learning disorder among children
of school age.
in origin. It is the most common learning disorder among children
of school age.
Description
Dyslexia is not a single condition but rather a cluster of symptoms related
to reading difficulties and other language skills. Children with dyslexia
usually have problems pronouncing words and spelling them correctly
as well as difficulties with writing words and sentences. Most people with
dyslexia have trouble identifying the separate speech sounds within a
word or learning how letters represent those sounds. This particular language
skill is known as decoding. Although there is a popular belief that
dyslexia is a visual problem that involves reading letters or words backward
or upside down, this belief is not true. Reversals of letters or words
are also not a defining characteristic of dyslexia.
Dyslexia is not associated with mental retardation; it can affect children
at all levels of intelligence. Most children with dyslexia are of
normal intelligence; some are highly gifted, and many excel in fields that
do not require high-level language skills, including the visual arts, computer
science, design, drama, electronics, math, mechanics, music, physics,
dance, and athletic competition.
Dyslexia does not affect all children equally. Some children diagnosed
with the condition are able to master the basics of reading and
spelling, particularly if they have competent and dedicated teachers. They
may, however, run into difficulty when they reach the upper grades and
are confronted with the need for more complex language skills that
include a knowledge of grammar, the ability to read and remember textbook
material, and the ability to write longer compositions.
Some children with dyslexia have problems with understanding spoken
language even though they have teachers and parents with good spoken language
skills. These children may have trouble expressing themselves or may
misunderstand what others say. Problems with spoken language place this
group of dyslexics at a severe disadvantage not only in school and later on
in the workplace but also in their relationships with other people.
to reading difficulties and other language skills. Children with dyslexia
usually have problems pronouncing words and spelling them correctly
as well as difficulties with writing words and sentences. Most people with
dyslexia have trouble identifying the separate speech sounds within a
word or learning how letters represent those sounds. This particular language
skill is known as decoding. Although there is a popular belief that
dyslexia is a visual problem that involves reading letters or words backward
or upside down, this belief is not true. Reversals of letters or words
are also not a defining characteristic of dyslexia.
Dyslexia is not associated with mental retardation; it can affect children
at all levels of intelligence. Most children with dyslexia are of
normal intelligence; some are highly gifted, and many excel in fields that
do not require high-level language skills, including the visual arts, computer
science, design, drama, electronics, math, mechanics, music, physics,
dance, and athletic competition.
Dyslexia does not affect all children equally. Some children diagnosed
with the condition are able to master the basics of reading and
spelling, particularly if they have competent and dedicated teachers. They
may, however, run into difficulty when they reach the upper grades and
are confronted with the need for more complex language skills that
include a knowledge of grammar, the ability to read and remember textbook
material, and the ability to write longer compositions.
Some children with dyslexia have problems with understanding spoken
language even though they have teachers and parents with good spoken language
skills. These children may have trouble expressing themselves or may
misunderstand what others say. Problems with spoken language place this
group of dyslexics at a severe disadvantage not only in school and later on
in the workplace but also in their relationships with other people.
Demographics
Dyslexia is thought to affect about five out of every 100 school-age children
in the United States, with another 5–10 percent having difficulty
with reading. Some researchers think that as many as 20 percent of
American adults have some of the symptoms of dyslexia, including slow
or inaccurate reading, problems with spelling and writing, or mixing up
words that sound similar.
At one time it was thought that boys were more likely to be dyslexic
than girls; however, researchers now think that boys and girls are equally
likely to have the disorder.
The Fonz Becomes a Writer
Henry Winkler (1945–), the actor who played the
Fonz in the long-running television show Happy
Days, had a miserable childhood because of
undiagnosed dyslexia. He recalls that lunch was
the only subject he was good at doing. Even his
parents thought he was dumb and lazy. Winkler
eventually finished his education, including a
master’s degree from the Yale School of Drama,
and went on to become a well-regarded actor but
still has painful memories of his early years. He was
finally diagnosed with dyslexia at the age of thirtyone,
when his stepson was also diagnosed with
the disorder.
Winkler decided to make a career change and
help children who have trouble with language
skills. He has produced a series of books together
with a writer named Lin Oliver about a boy
named Hank Zipzer, “The World’s Greatest
Underachiever.” The books follow Hank’s
adventures at Winkler’s old school, P.S. 87 in
New York City. Winkler told an interviewer in
2007 that he tries to make the books as goodhumored
as possible to encourage young readers.
He was delighted by a letter he received recently
from a boy in Montana who said, “I laughed so
hard, my funny bone fell out of my body.”
in the United States, with another 5–10 percent having difficulty
with reading. Some researchers think that as many as 20 percent of
American adults have some of the symptoms of dyslexia, including slow
or inaccurate reading, problems with spelling and writing, or mixing up
words that sound similar.
At one time it was thought that boys were more likely to be dyslexic
than girls; however, researchers now think that boys and girls are equally
likely to have the disorder.
The Fonz Becomes a Writer
Henry Winkler (1945–), the actor who played the
Fonz in the long-running television show Happy
Days, had a miserable childhood because of
undiagnosed dyslexia. He recalls that lunch was
the only subject he was good at doing. Even his
parents thought he was dumb and lazy. Winkler
eventually finished his education, including a
master’s degree from the Yale School of Drama,
and went on to become a well-regarded actor but
still has painful memories of his early years. He was
finally diagnosed with dyslexia at the age of thirtyone,
when his stepson was also diagnosed with
the disorder.
Winkler decided to make a career change and
help children who have trouble with language
skills. He has produced a series of books together
with a writer named Lin Oliver about a boy
named Hank Zipzer, “The World’s Greatest
Underachiever.” The books follow Hank’s
adventures at Winkler’s old school, P.S. 87 in
New York City. Winkler told an interviewer in
2007 that he tries to make the books as goodhumored
as possible to encourage young readers.
He was delighted by a letter he received recently
from a boy in Montana who said, “I laughed so
hard, my funny bone fell out of my body.”
Causes and Symptoms
The causes of dyslexia are not completely understood but are thought to
be related to differences in the structure and functioning of the brain.
Dyslexics appear to process information in a different part of the brain
than nondyslexics. Although the condition has not yet been conclusively
traced to specific genes, it is known to run in families. In 2005,
researchers identified a region on chromosome 6 as possibly related to
dyslexia, but this finding has not yet been verified.
One surprising finding, reported by a team of researchers at Hong
Kong University in 2008, is that the part of the brain affected by dyslexia
appears to differ according to the child’s primary language. The
researchers used magnetic resonance imaging (MRI) to compare a group
speak Chinese. The scientists found that the English speakers use a different
part of the brain when reading from that used by the Chinese students.
The difference is apparently related to the fact that English is an
alphabetic language whereas Chinese uses symbols to represent words.
In addition to having trouble associating letters with sounds and
forming memories for words, children with dyslexia may have some of
the following problems with learning:
be related to differences in the structure and functioning of the brain.
Dyslexics appear to process information in a different part of the brain
than nondyslexics. Although the condition has not yet been conclusively
traced to specific genes, it is known to run in families. In 2005,
researchers identified a region on chromosome 6 as possibly related to
dyslexia, but this finding has not yet been verified.
One surprising finding, reported by a team of researchers at Hong
Kong University in 2008, is that the part of the brain affected by dyslexia
appears to differ according to the child’s primary language. The
researchers used magnetic resonance imaging (MRI) to compare a group
speak Chinese. The scientists found that the English speakers use a different
part of the brain when reading from that used by the Chinese students.
The difference is apparently related to the fact that English is an
alphabetic language whereas Chinese uses symbols to represent words.
In addition to having trouble associating letters with sounds and
forming memories for words, children with dyslexia may have some of
the following problems with learning:
- Learning to speak.
- Organizing thoughts and ideas into clear written and spoken
language. - Memorizing number facts, such as the multiplication tables.
- Reading quickly enough to understand what is being read. Some
children with dyslexia read so slowly that they cannot remember
the beginning of a sentence by the time they reach the end of it,
particularly if it is a long and complicated sentence. - Making their way through longer reading assignments.
- Spelling words correctly.
- Trouble with making rhymes.
- Learning foreign languages, which involves a basic understanding
of grammar and the parts of speech. - Performing mathematical calculations correctly.
Diagnosis
Diagnosis
The diagnosis of dyslexia can be a complicated process that usually
involves a psychologist and an education expert as well as the child’s
family doctor. The first step is to rule out any disorders of vision or
hearing that could interfere with learning. The child may also be referred
to a neurologist (a specialist in disorders of the nervous system) for
further evaluation to make sure that the child does not have a brain
tumor or other physical disease of the brain.
The next step is usually intelligence testing and an evaluation of the
child’s reading and speaking skills by a qualified expert. This type of evaluation
involves testing the child’s short-term memory or asking the child to
read nonsense words as a test of his or her ability to link letters and sounds.
In addition, the child may be evaluated psychologically to see whether
depression, anxiety, or social problems are causing the learning difficulty.
involves a psychologist and an education expert as well as the child’s
family doctor. The first step is to rule out any disorders of vision or
hearing that could interfere with learning. The child may also be referred
to a neurologist (a specialist in disorders of the nervous system) for
further evaluation to make sure that the child does not have a brain
tumor or other physical disease of the brain.
The next step is usually intelligence testing and an evaluation of the
child’s reading and speaking skills by a qualified expert. This type of evaluation
involves testing the child’s short-term memory or asking the child to
read nonsense words as a test of his or her ability to link letters and sounds.
In addition, the child may be evaluated psychologically to see whether
depression, anxiety, or social problems are causing the learning difficulty.
Treatment
There is no medical or surgical cure for dyslexia; however, dyslexic individuals
can learn to read and write with appropriate education or treatment.
Treatment for dyslexia is highly individualized. After the child’s
specific difficulties in reading and understanding language have been analyzed
by an expert, a treatment program is drawn up tailored to his or her
needs. Most children with dyslexia benefit from a multisensory approach
to language. A multisensory approach is one that involves several senses
(seeing, hearing, touching) all at the same time. Teachers who use this
approach teach children to link the sounds of the letters with the written
symbol. Children also link the sound and symbol with how it feels to
form the letter or letters. Another way to use the multisensory approach
is to have the child listen to an audiotape while tracing the shapes of letters
with the fingers and the words spoken.
Children with severe dyslexia may require tutoring on a one-to-one
basis or in small group sessions several times a week. Whereas a child
with normal language skills may need sixty to ninety hours to master a
specific set of tasks involving reading, children with dyslexia may need
between eighty and 100 hours to make the same progress. In general, the
earlier a child is diagnosed and special education programs are started, the
greater the likelihood that he or she will learn to read well enough to succeed
in school. Some children with severe dyslexia, however, may never
learn to read or write well and are usually helped by training for occupations
or career paths that do not require strong language skills.
Children with dyslexia often need and benefit from psychotherapy
because of their struggles with low self-esteem. Many come to feel that
they are stupid or less capable than they really are; they are likely to drop
out of school if they are not diagnosed and treated early.
can learn to read and write with appropriate education or treatment.
Treatment for dyslexia is highly individualized. After the child’s
specific difficulties in reading and understanding language have been analyzed
by an expert, a treatment program is drawn up tailored to his or her
needs. Most children with dyslexia benefit from a multisensory approach
to language. A multisensory approach is one that involves several senses
(seeing, hearing, touching) all at the same time. Teachers who use this
approach teach children to link the sounds of the letters with the written
symbol. Children also link the sound and symbol with how it feels to
form the letter or letters. Another way to use the multisensory approach
is to have the child listen to an audiotape while tracing the shapes of letters
with the fingers and the words spoken.
Children with severe dyslexia may require tutoring on a one-to-one
basis or in small group sessions several times a week. Whereas a child
with normal language skills may need sixty to ninety hours to master a
specific set of tasks involving reading, children with dyslexia may need
between eighty and 100 hours to make the same progress. In general, the
earlier a child is diagnosed and special education programs are started, the
greater the likelihood that he or she will learn to read well enough to succeed
in school. Some children with severe dyslexia, however, may never
learn to read or write well and are usually helped by training for occupations
or career paths that do not require strong language skills.
Children with dyslexia often need and benefit from psychotherapy
because of their struggles with low self-esteem. Many come to feel that
they are stupid or less capable than they really are; they are likely to drop
out of school if they are not diagnosed and treated early.
Prognosis
The prognosis of dyslexia is difficult to predict because an individual
child’s outcome depends on a number of factors: the severity of the
child’s language difficulties; the stage at which the dyslexia is diagnosed;
the supportiveness of the child’s family; the presence of other health problems;
and the quality of supplemental teaching and tutoring that the
child receives. Many people with dyslexia, however, do achieve personal
and professional success; some go on to complete advanced degrees while
others do well in such fields as business and the performing arts.
child’s outcome depends on a number of factors: the severity of the
child’s language difficulties; the stage at which the dyslexia is diagnosed;
the supportiveness of the child’s family; the presence of other health problems;
and the quality of supplemental teaching and tutoring that the
child receives. Many people with dyslexia, however, do achieve personal
and professional success; some go on to complete advanced degrees while
others do well in such fields as business and the performing arts.
The Future
Research in dyslexia is focused not only on experimentation with new
types of educational techniques but also on research into the genetic factors
involved in dyslexia. In addition, ongoing work with such tools as
magnetic resonance imaging and positron emission tomography (PET)
may yield new insights into the structural differences between the brains
of children with dyslexia and the brains of children with normal language
skills.
Still another area of research is the relationship between specific languages
and children’s difficulty in learning to read or speak. Some scientists
have suggested, for example, that English-speaking children have a
harder time learning to read than Italian-speaking children because English
has many more irregular spellings and pronunciations than Italian.
types of educational techniques but also on research into the genetic factors
involved in dyslexia. In addition, ongoing work with such tools as
magnetic resonance imaging and positron emission tomography (PET)
may yield new insights into the structural differences between the brains
of children with dyslexia and the brains of children with normal language
skills.
Still another area of research is the relationship between specific languages
and children’s difficulty in learning to read or speak. Some scientists
have suggested, for example, that English-speaking children have a
harder time learning to read than Italian-speaking children because English
has many more irregular spellings and pronunciations than Italian.
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