Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. It is the most common learning disability in children and adults alike; dyslexia differs from person to person with some experiencing mild symptoms, while for others dyslexia can cause more difficulty with processing information. Generally dyslexia does not affect intellect or IQ scores; however it does impact an individual’s capacity to develop effective oral and written language skills. Although dyslexia can pose certain obstacles to educational success and advancement at work, there are many resources available for those with dyslexia to strengthen their skills and maximize their potential. Fortunately, dyslexia can be effectively treated by combining various therapies such as tutoring and support systems — helping dyslexic individuals lead successful lives.
A Neurological Approach to Reading
Dyslexia is a complex neurological disorder that affects individuals’ ability to read, write, and spell, despite having normal intelligence. The underlying cause of dyslexia lies in the way the brain processes information. Through continued research, a better understanding of the dyslexic brain is emerging, shedding light on the unique cognitive processes involved in dyslexia.
New research findings highlight the distinct brain patterns observed in individuals with dyslexia when compared to those without the condition. The use of brain imaging has made it evident that individuals with dyslexia experience inefficiencies in their brain activity during reading tasks. For instance, children with dyslexia may exhibit lower activity levels in specific brain regions or encounter issues with neurotransmitter communication. These discrepancies are further substantiated by imaging tests, which reveal that the left side of the brain responsible for language processing may be inactive or not functioning properly in individuals with dyslexia.
Recent research on the dyslexic brain has revealed interesting insights into how it functions. Scientists have observed that there is increased activity in the frontal lobe, which plays a crucial role in our body’s functions. However, they also found reduced activity in the parietal and occipital areas, which are responsible for our hearing and vision respectively.
Teaching reading to individuals with dyslexia requires a comprehensive approach. Dyslexia remediation shall begin by improving visual, auditory, and motor skills to maximize their success. Thankfully, by utilizing effective tools and instructional strategies, most dyslexic individuals can successfully learn how to read.
In the process of brain integration, children acquire reading skills by understanding the connection between speech sounds and words (phonemic awareness). They then learn to associate these sounds with corresponding alphabet letters (phonics). As they continue to develop, they become capable of combining these sounds to form words and eventually, effortlessly recognize familiar words.
Structured literacy (SL) teaching is the proven strategy for students who struggle with reading and spelling. This approach encompasses both the content and instructional methods that are effective for effective reading skills. We take pride in exclusively utilizing therapeutic programs based in scientific research by offering the Orton-Gillingham methodology, which is the gold-standard of Structured Literacy.
Fortunately, dyslexia can be effectively treated by combining cognitive ability training andstructured literacy — helping dyslexic individuals lead successful lives. The Mind DiscoveryMethod is founded on years of scientific research and data and delivers proven, lasting results.As is the case with any child with a disability, knowledge is the key to unlocking learningpotential.
Signs and Symptoms:
● Speech Delay
● Trouble following multiple-step directions
● Struggles to sequence events
● Confuses similar letters
● Avoids reading
● Reads slowly
● Poor spelling
● Writing is difficult