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A combination of visual and auditory processing problems – sound ... Dyslexia can occur at any level of intellectual ability ... (repetition, repetition, repetition).
Parenting with the Brain in Mind 1

SPECIAL KIDS, SPECIAL BRAINS

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MODULE TWELVE

PART

3

1

by John Joseph

Dyslexia - Dyslexia - Dyslexia - Dyslexia - Dyslexia - Dyslexia - Dyslexia - Dyslexia What’s this about?

Welcome to article 3 of 7 in the Special Kids, Special Brains series. In this article, I present a brief overview of Dyslexia, and explore how parents can support their kids. Dyslexia does not encompass all reading problems and it ranges from mild to severe. It is probably a qualitative rather than quantitative difference between readers. However, it is often characterized by an inability to function at an expected reading level despite normal intelligence. If children cannot decode words quickly, they may experience difficulty and frustration comprehending what they are reading.

Not all dyslexics find reading frustrating – just harder. They may also be good spellers. The following points highlight some of the brain dysfunctions of dyslexics: • Prolonged perception time for new auditory and visual information • Prolonged attentional dwell time and attentional shifting time

What is Dyslexia?

What are the likely causes?

• An imprecise term used to denote a number of chronic difficulties associ-



ated with attaining age-appropriate reading skills • Dyslexia refers to impaired development of literacy skills despite otherwise normal range of intelligence • A combination of visual and auditory processing problems – sound localisation and lateralisation, auditory discrimination, pattern recognition, performance decrease with competing auditory signals, lower level visual processing in the right occipital lobe region • Includes broad reading acquisition problems, and at times proficiency in spelling and writing • 5 main types –Deep, Surface, Alexia, Neglect, and Attentional Dyslexia

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Who is most at risk?

Medical notes: • fMRI scans indicate reduced blood flow in temporal and interior regions • •

No two dyslexics exhibit exactly the same physiology Auditory-Analysis testing is the most sensitive evaluation instrument currently available

There is likely a genetic component – several genetic markers have been identified Congenital (existing at birth) and developmental (exists along a continuum) The problem is neurologically based – managing verbal codes in memory areas Possible weak connectivity between Wernicke’s area and Broca’s area Pre-natal difficulties in neuronal pruning and migration during 2nd semester There is no specific diagnostic tool to identify Dyslexia – no guaranteed list of symptoms Dyslexia can occur at any level of intellectual ability Dyslexia is aggravated by poor schooling and poor health Comorbid with Central Auditory Processing Disorder in approximately 60% of cases (Eide and Eide, 2004)

• Difficult to determine due to lack of consistency in terms and testing • • • •

Up to 20% of 4 –12 yr olds Up to 12% of all school kids A longitudinal study revealed that 75% of dyslexics in Yr 3 were still dyslexic in yr 9 Boys up to 3X more likely

What might parents see or feel?

How might parents deal with this?

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• Remember, dyslexics can be very successful

Reversals of letters such as b and d, and words such as saw and was Poor concentration, high distractibility Mixes up sounds in multi-syllabic words Inability to rhyme by age 4 Inability to be playful with words Messy, poorly angulated writing Slow reading, although it may still be enjoyed Compensatory finger pointing, focusing Slurring, stuttering, articulation errors Delayed speech – no words by 1st birthday Weak rote memorization/short-term memory Difficulty learning kinesthetic pattern tasks such as tying up laces Directional confusion Tiring more quickly than other students May read correctly but not understand it Crossed laterality

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Poor reading skills is not a reliable indicator Seek medical advice – especially eye and ear examinations Reduce or eliminate competing variables Use high-interest reading materials Model fun, word games, quizzes, rhyming Seek expert intervention – assess programs that provide proof of success Provide a list of comprehension questions prior to a reading task – develop relevance Have students read small chunks before discussing contents and asking questions Consider phonological awareness training Set long-term goals and monitor them Teach reading processes Allow extra time to complete tasks

Dyslexia - Dyslexia - Dyslexia - Dyslexia - Dyslexia - Dyslexia - Dyslexia - Dyslexia • • •

Possible dysfunction in the cerebellar-vestibular pathway (inner ear) Possible scotopic sensitivity (print appears to shimmer or move) Possible visual memory problems – weak ability to retrieve names for visual signals Did You Know?

Although dyslexics have difficulty reading, writing and spelling, most people with dyslexia have special gifts in other areas. These areas include: • artistic ability • athletic skills • music • mechanics • social skills, visual spatial skills • vivid imaginations • tremendous creativity • intuition • curiosity Source: Bright Solutions 1998

What can parents of kids with Dyslexia do to support their child? Identify, as accurately as possible, the 5 main types of Dyslexia: Deep Dyslexia – multiple symptoms including semantic errors (i.e., misreading angry for mad), an inability to rhyme, an inability to pronounce made-up words (i.e., cupletoe), a weakness in comprehending abstract words in comparison to actual terms (i.e., dirt vs soil or cement vs path). Surface Dyslexia – characterised by difficulty in sounding out words with irregular pronunciations (e.g. rhythm, yacht, colonel, knuckle, island). Alexia - characterised by slow, letter-by-letter reading. Probably a disconnection problem between the right hemisphere visual system and the left hemisphere word-recognition system. Neglect Dyslexia – characterised by a failure to correctly identify the beginning portion of a word or string of letters. In such cases the reader might substitute one word for another as they pick up on a familiar word ending.

Attentional Dyslexia – characterised by deficits in the working memory. The reader may draw on single words totally out of context with what they are reading. Dyslexia is not a disease so medication is not an option. There is no single strategy that will work for everyone. Therefore explore a range of options while referring to specialists for the underlying causes. There are many sources of valuable help for dyslexics. • • • • • •

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Make learning, especially homework tasks coherent, meaningful and enjoyable. Coach. Use novelty and emotion as motivators Reduce threatening situations Provide feedback that is usable (encourage your kids to modify their original work) Repeat skills/content at least 3X per week (repetition, repetition, repetition) Create literacy goals with your kids – a plan that includes both holistic/meaning and analytic/ phonetic approaches Encourage the reading of high-interest material Model a love of print, especially books, by reading to your kids and discussing books Encourage choral reading at home (reading together) Ask for testing of vision, hearing, phonological awareness Seek written instructions for homework Help dyslexics to get organised (notes, diaries, timelines, cues and prompts) Teach kids how to scan text, organize notes or concepts, build a list of pre-reading questions and discuss reading on completion Research and consider commercial programs such as coloured lenses (the Irlen Method, Jensen 2000 page 51). Research and consider the lighting provided in Did You Know?

Famous dyslexics include: Albert Einstein, Winston Churchill, Whoopi Goldberg, Walt Disney, Cher, Jamie Oliver, Steven Spielberg, Fred Astaire, Pablo Picasso, Leonardo da Vinci, Richard Branson and Orlando Bloom. dyslexics.org.uk, www,dyslexia.com

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your room – fluorescent lighting has recently received negative press (Jensen 1995 page 306) Teach spelling rules Research and consider phonological awareness training programs including LiPS, Fast ForWord, and Earobics.

Summary The least I need to know

Dyslexia, a defect in the brain’s ability to process or decode graphic symbols and sounds is not attributed to eye problems or to low intelligence. It affects a significant number of youngsters, smashing their confidence as they struggle with reading. Parents can work in partnerships with their child’s teachers to support their dyslexic kids. If you can, buy a good book that has both the background and strategies for making a positive difference. I recommend Sousa, How the Special Needs Brain learns.

Extra Reading (Items marked * are available from Mind Webs). Log on to www.mindwebs.com.au or call Cathy Joseph for a catalogue (08) 8358 6993. Dyslexia Resources *Sousa, Dr D (2002) How the Special Needs Brain Learns. Corwin press. *Jensen, E. (2000) Different Brains Different Learners. San Diego, The Brain Store. Hornsby, B. (1995) Overcoming Dyslexia: A Straightforward Guide for Families and Teachers. London, Vermilion. Hurford, D (1998) To Read or Not to Read: Answers to all Your Questions About Dyslexia. New York, NY, Scribner. Eide, Dr B & Eide, Dr F (2004 ) Hearing Beyond the Ears Parts 1 and 2. www.pie.org www.dys-add.com/symptoms.html www.smbs.buffalo.edu/oph/ped/chapter.htm www.dyslexia.com/quamthods.htm#981221 www.fastforward.com www.dyslexia-inst.org.uk www.interdys.org www.speld-sa.org.au www.idonline.org

Next Issue – Module 12, Part 4, Special Kids, Special Brains – Depression