Brain Balance

Where every child learns what it feels like to succeed

Dyslexia

Defining Dyslexia

 

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia may experience difficulties in other language skills such as spelling, writing, and speaking. Dyslexia is traditionally considered to be a life-long condition, however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment.

 

 

Definition Adopted by the International Dyslexia Association, Nov. 12, 2002, and also used by the National Institute of Child Health and Human  Development (NICHD)

 

 Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

 

Dyslexia or Reading Disorder as defined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR)

 

The DSM-IV-TR explains a reading disorder as a reading achievement that falls substantially below expected levels given an individual's age and education. The reading deficit should be sufficiently severe as to interfere with everyday activities requiring reading (e.g., schoolwork or employment). Finally, the reading deficit cannot be strictly due to a sensory disorder; for instance, it cannot be strictly due to vision problems that prevent an individual from seeing words on a page (American Psychiatric Association, 2000).

 

How many are effected?

 

Current studies suggest that 15-20% of the population have a reading disability, of those 85% have dyslexia. Dyslexia occurs in people of all backgrounds and intellectual levels. In addition, dyslexia runs in families; dyslexic parents are very likely to have children who are dyslexic. Many labeled with dyslexia are very intelligent and in fact, they are often gifted in areas that do not require strong language skills.

 

What are the effects of dyslexia?

          

The impact of dyslexia is often different for each person depending upon the severity of the condition. The most common effects are problems with reading, spelling, and writing. People with dyslexia can also have difficulty with spoken language. They may find it difficult to express themselves clearly and/or to fully comprehend what others mean when spoken to. Such language problems are often difficult to recognize, but they can lead to major difficulties in school, the workplace, and in relating to other people. Therefore the effects of dyslexia reach well beyond the classroom.

          

Dyslexia also effects a person’s self-image. Students with dyslexia often end up suffering from poor self-esteem and confidence which  makes them feel less intelligent than their actual capability.

 

How is dyslexia diagnosed?

 

A formal evaluation is needed to discover if a person is dyslexic. The evaluation assesses intellectual ability, information processing, psycho-linguistic processing, and academic skills. It is used to determine whether or not a student is reading at the expected level, and takes into account the individual’s family background and overall school performance. The testing can be administered by the individual’s school district or an outside agency.

 

What are the signs of dyslexia?

 

The problems displayed by individuals with dyslexia involve difficulties in acquiring and using language -- reading and writing letters in the wrong order or position is just one manifestation of dyslexia and does not occur in all cases.

 

Other problems experienced by dyslexics include:

· delayed speech

· organizing written and spoken language

· learning letters and their sounds

· memorizing number facts

· spelling

· reading

· learning a foreign language

· performing math operations

 

 

In general, individuals with dyslexia:

· appear bright, intelligent, and articulate but are unable to read, write, or spell at an age-appropriate level

· have average to above average intelligence yet may have poor academic achievement

· may have good oral language abilities but will perform poorly on similar written-language exams

· may be labeled as lazy, unintelligent, careless, immature, lacking effort or as having a behavioral problem

· are effected primarily in reading while other intellectual abilities are spared, therefore individuals may not reach the necessary threshold for receiving assistance in the school setting

· may  feel sub par and have poor self-esteem resulting in frustration and increased anxiety related to school reading or testing

· may try to mask their reading weakness with compensatory strategies

· may learn best through hands on experience, demonstrations, experimentation, observation, and visual aids

· often exhibit increased ability in other areas such as art, drama, music, sports, mechanics, story-telling, sales, business, designing, or building

 

What causes dyslexia?

 

The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. Moreover, people with dyslexia have been found to have problems with discriminating sounds within a word, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or a desire to learn.

 

Developmental dyslexia appears to be the result of differences in the effected individual’s neural organization for language and reading. Most theories suggest that the effected brain areas include the frontal, parietal and/or temporal lobe especially of the brain’s left hemisphere.

 

Developmental dyslexia also appears to have a genetic component such that it can tend to occur in multiple members of the same family. In addition, while early reports suggested dyslexia is more prevalent in boys, more recent studies have indicated it is not sex-linked, and occurs both in boys and girls with equal frequency.

 

What is happening to your child’s brain?

 

Current research has shown is that there is decreased activity with in one side of the brain and a lack of synchronization or connectivity between two hemispheres and/or various large areas of central nervous system. This leads to a lack of communication between these areas. This results in one hemisphere being more active and functioning at a higher rate.

 

Dyslexia is in fact a dysfunction within several areas of the brain and body. Dysfunction however doesn’t mean damage or disease just that some areas and systems may not be functioning as they should be.

 

Behavioral and/or academic problems may be the result of the underlying  dysfunction not a cause of it.

 

Our program addresses your child’s underlying brain dysfunction  through our unique protocols which target sensory/motor deficits,    neuro cognitive/academic concerns, and bio-nutritional needs.   Your child’s individualized program will address the cause of his disorder rather than focusing on it’s symptoms, only one component of the disorder, or it’s resultant behaviors.

 

Brain Balance Centers hold periodic parent lectures where parents and professionals alike can gain a unique window into a child’s brain function. Our lectures offer insight into how the brain normally develops and what may interfere with  the stages of typical development. Most importantly we will show you how with proper intervention your child’s problems may be corrected. Contact a local center for specific  information regarding upcoming lectures.