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Dyslexia: Is the Shoe Perhaps on the Wrong Foot?
By Susan du Plessis
Reading is the most important skill that a child must acquire at school, because one must learn to read to be able to read to learn. The implication of this is that the child who is a poor reader will usually also be a poor learner.
Unfortunately poor reading skills, and therefore poor learning skills, have become a reality for an alarming number of people. The $14 million National Adult Literacy Survey of 1993 found that even though most adults in this survey had finished high school, 96% of them could not read, write, and figure well enough to go to college. Even more to the point, 25% were plainly unable to read.
Even more alarming is that reading difficulties are not limited to people who are environmentally, culturally or economically disadvantaged. Many children come from good homes, go to good schools and score average to above average on IQ tests. Yet, they battle to learn to read, and many never succeed.
Children with reading difficulties share a number of common symptoms. They are inclined to reverse letters or words, to omit letters, to lose their place, to remember little of what they have read, or to read with poor comprehension. These children are considered to suffer from a learning disability (LD), commonly called dyslexia.
According to the Orton Dyslexia Society at least one in every ten of otherwise able people has serious dyslexia problems. The Foundation of Children with Learning Disabilities states that learning-disabled children represent more than ten million of the total population of the U.S.A. Estimates of learning-disabled students being dyslexic vary between 70 and 80 percent.
FIND THE CAUSE TO FIND A CURE
Most problems can only be solved if one knows what causes the problem. A disease such as scurvy claimed the lives of thousands of seamen during long sea voyages. The disease was cured fairly quickly once the cause was discovered, viz. a Vitamin C deficiency. A viable point of departure in LD research would therefore be to ask the question, "What is the CAUSE of dyslexia?"
The idea that dyslexia is a certifiable biological disorder, a physical problem that could be diagnosed and treated accordingly, gained credence during the 1960s and 1970s, giving rise to an armada of theories. One such a theory states that dyslexia is the result when the link between the language, hearing and comprehension centers of the brain is somehow misconfigured during fetal development. Another theory states that dyslexia is caused by "faulty wiring in the brain," whereas another holds that a subtle impairment of vision may be responsible, while yet another believes that a cerebellar-vestibular dysfunction may be responsible for the learning disability. All these theories – most of them blaming some difference in structure between the brain of the dyslexic and that of the so-called normal reader – have lead to nothing at all. Despite all these theories and all the intervention efforts based on them, not to mention the vast amounts of money expended in the process, the numbers of dyslexics continue to escalate.
Except for the fact that proof of a neurological deficit still eludes the researchers, this theory leaves many questions unanswered. If dyslexia has a neurological basis, why is this supposedly non-contagious "ailment" on the increase? Compare the present situation with, for example, that of a century ago. In 1910 the literacy rate in the U.S.A. was so high it was predicted, "the public schools will in a short time practically eliminate illiteracy." In 1935, a survey of the 375,000 men working in the Civilian Conservation Corps – a government-sponsored work project to provide employment – found an illiteracy rate of 1.9 percent. It is most noteworthy that this last figure was found among men primarily of low socio-economic status. It is even more noteworthy that the illiteracy rates of the first half of the twentieth century reflected, for the most part, people who had never had the advantage of schooling.
It is also impossible to explain how a neurological dysfunction can be more prevalent in specific areas or countries. While the National Commission on Excellence in 1983 warned that the American nation was "at risk," remedial reading facilities were not needed at all in Japan due to the rarity of reading problems. Some would argue that reading problems were virtually nonexistent in Japan because their written language is easier than our Latin alphabet. That, however, is simply not true. The Japanese Kanji ideograms consist of 1,850 characters. In addition there are two Kana syllabaries, which – like our Latin alphabet – use symbols to represent sounds. Each Kana syllabary has 46 basic letters compared to our 26.
DIFFERENCES IN BRAIN STRUCTURE NOT THE EQUIVALENT OF A NEUROLOGICAL DISORDER
It is also important to note that differences in brain structures do not necessarily equal brain disorders. Differences between dyslexics’ brains and those of normal readers are not necessarily the cause of a reading difficulty. Such differences can well be the EFFECT of a learning difficulty.
Latest neurological findings – for example through the work of Michael Merzenich of the University of San Francisco – show that, while certain areas of the brain are designated for specific purposes, brain cells and cortical maps do change in response to learning. An interesting study in London has found that an area of the brain associated with navigation was larger in London’s famed taxi drivers than in other people. The drivers’ brains have adapted to help them store a detailed mental map of the city, shrinking in one area to allow growth in another.
The tendency over the past nearly a century has been to try and fit the dyslexia shoe on the foot of the children who fail to learn to read. All efforts to make this shoe fit have failed. If a shoe does not fit one foot, shouldn’t we try it on the other foot?
PUTTING THE SHOE ON THE OTHER FOOT
When a person fails to learn something, there are at least two possible reasons why he failed. The first is that there may be something wrong with the person. The second is that there may be something wrong with the way in which he was taught. Unfortunately most people have so far jumped to the very hasty conclusion that, when the otherwise normal child fails to learn to read, it must be the first possibility that applies.
When teaching, it is imperative to take note of the fact that learning is a stratified process. One step needs to be mastered well enough before subsequent steps can be learned. This means that there is a sequence involved in learning. It is like climbing a ladder; if you miss one of the rungs of the ladder, you will fall off. If you miss out on one of the important steps in the learning process, you will not be able to master subsequent steps.
A simple and practical example of this is the fact that one has to learn to count before it becomes possible to learn to add and subtract. If one tried to teach a child to add and subtract before he had been taught to count, one would quickly discover that no amount of effort would ever succeed in teaching the child these skills. Conceivably people who abide by the learning disabilities idea would then conclude that the child suffered from a neurological dysfunction, or from "dyscalculia," overlooking that the ability to count must be acquired FIRST, BEFORE it becomes possible to learn to add and subtract.
This principle is also of great importance on the sports field. If we go to a soccer field to watch a soccer coach at work, we shall soon find that he spends much time drilling his players on basic skills, like heading, passing, dribbling, kicking, etc. The players who are most proficient at these basic skills usually turn out to be the best players in the actual game situation.
In the same way, there are also certain skills and knowledge that a child must acquire FIRST, BEFORE it becomes possible for him to become a good reader. Basic skills like concentration, visual discrimination, accurate perception and memorizing, skills of association, auditory memory and lateral interpretation are all functions that form the foundation of good reading and spelling. Until a child has mastered these basic skills first, reading will remain a closed – or at most half-open – book to him.
Teaching these basic skills used to form part of the educational system for many centuries, but have since been removed from Western education by "innovative" educators such as John Dewey and his cohorts. In this way the epidemic that is now called "dyslexia" was created.
Already in 1974, in "Reading Teacher," Bateman suggested that the term "learning disabilities" be replaced by "teaching disabilities." The focus, he said, should be on the inadequate skills of the adults who are supposed to teach the children, instead of on blaming the children of mysterious brain dysfunctions. In 1987 Dr. Thomas Armstrong coined the word "dysteachia" to refer to children suffering from "pedagogical illness" or inappropriate teaching strategies.
Perhaps it is time that we investigate the possibility that Bateman and Armstrong may have been correct when they said that the shoe was on the wrong foot.
Susan du Plessis is the co-author of "The Right to Read; Beating Dyslexia and Other Learning Disabilities," and the author or co-author of four other books on learning and learning disabilities. She has been involved in helping children reach their full potential for 15 years. She holds BD and BA Hons (psychology). Visit her website at http://www.audiblox2000.com
Everything You Ever Wanted To Know About Dyslexia
By Peter Emerson
The term Dyslexia means difficulty with words. "Dys" means "difficulty" and "lexia" means "words." In common terms the word Dyslexia means a disorder in psychological processes associated with reading, language processing, and learning. A person suffering from this disorder experiences difficulty reading, writing, with letters, words, and numbers, as well as reversing letters and words. It is estimated that 10 to 15% of the children suffer from Dyslexia. Children with Dyslexia are confused with letters and numbers and often learn to think in pictures and images instead. There are three types of Dyslexia, Development dyslexia, Trauma dyslexia and Primary dyslexia. Development dyslexia is caused during the early stages of fetus development and is hormonal in nature. This Dyslexia decreases as a child grows up and is mostly found in boys rather than girls. Trauma Dyslexia occurs if the part of the brain that commands reading and writing abilities is injured. Primary Dyslexia does not change with age and is a malfunction in the left side of brain.
Causes of dyslexia are often hereditary in nature and are not caused by any emotional trauma. Children with Dyslexia face problems at school and this negative experience at school often causes behavior problems. The child gets frustrated due to lack of achievement and hence they abstain from going to school. Dyslexic people may have some exceptional strengths. He/She may learn computers before others of similar age, and may be brighter in sports, and possess great creative abilities. Having Dyslexia doesn't mean that the person is dumb or mentally disturbed, they may be average or above average in intelligence. Dyslexic children are more curious than average. As an adult they may turn up being an architect, engineer, doctor, artist, or designer. With accurate diagnosis and specialized help Dyslexic people can lead a normal life and achieve great heights in their career.
Dyslexia provides detailed information on Dyslexia, Dyslexia Symptoms, Dyslexia Testing, Adult Dyslexia and more. Dyslexia is affiliated with Autism Treatments.
Some Common Signs Of Dyslexia
By V Brown
While dyslexia is commonly associated with learning difficulties it can deal with much more than just having trouble reading and writing. Dyslexia usually becomes noticeable when your child starts school and they start learning to read and write, but there are some other factors/symptoms you can be on the look out for if you’re concerned that either you or your child might be dyslexic.
Dyslexia is genetic so if you or your parents are dyslexic chances are your children might be too and while it will always be a part of your (or their) life if diagnosed can be easily remedied with correct teaching methods, support from teachers and family and some adjustment in their learning methods.
Unfortunately there is still the common misconception that people who are dyslexic have a below average intelligence, this is far from the truth; as many have an average if not higher intelligence level, often it’s just a matter of the child or adult learning a new way of understanding what might be a common problem for others.
There is no one dominating factor to determine if you or your child is dyslexic, some show some certain tendencies while others suffer other problems. While the list below is in no way a complete guide, if you’re concerned you or your child might be dyslexic it will show some characteristics to be on the look out for. If you recognise some of these signs in either yourself or your children it is important that you arrange for professional testing as there are many different problems and treatments associated with dyslexia.
Some common signs of Dyslexia
Spelling phonetically.
Transposing of letters or numbers or letter/number reversal (d for b or 6 for 9).
Often leave out or add in words when reading.
Have trouble determining left and right.
When your child is dressing they may regularly put clothes on backwards or inside out.
Have trouble with sequences.
Often are clumsy or uncoordinated.
May have a short term memory problem but an above average long term memory.
Often are very good at hands on jobs or school work.
Tend to have trouble staying on task (easily distracted) and managing time or have difficulty organising things.
Handwriting can often seem rushed.
These are just a few of the more common symptoms, though they are not always indicative of dyslexia.
If you discover that you (or your child) are dyslexic always remember there is plenty of help available. Speak to a trained professional who may offer many different techniques, from coloured glasses to alternative approaches to learning, to help overcome any learning difficulties you may have. Even as an adult it’s never too late to start.
For more information: Dyslexia If you'd like to know more about anything related to your Family: From articles on parenting to pet care and health to home decorating or links to other related sites plus lots of other information please visit V Brown at Family Life.