Category Archives: Detection

Don’t deny – defy dyslexia

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The day Steve Jobs died my son came home from school and asked me:

“Can I also please be dyslexic like Steve?”

Dumbfounded I stared at him as he rambled on about Steve Jobs, about Mac and how “awesome” it was.

Technological icon Steve Jobs left behind a silver bitten apple, a legacy of hard work and most importantly a realisation that learning differences are a gift – not a stigma.

The problem

Nobody truly knows the origins of learning differences. The spectrum is wide and deep, ranging from low attention span, weak memory, speech problems, auditory issues, literacy and numeracy challenges, vestibular and cognitive development and social interaction to behaviour issues this wide umbrella is widening at a startling pace and deepening at an alarming rate. Genetics, diet, environment, academic pressures and competition are all contributing to this increase. Yet the most resonating factor is denial from parents.

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Teachers gain a new ability to help

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One teacher admits she could use help to deal with the children in her classes with extra needs. More importantly, she would like some strategies to try once they have been identified.

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For Dr Woods this is a pleasing moment. She is part of a team, led by Professor Patrick Griffin, that has been trialling the Abilities Based Learning and Education Support (ABLES) research project in 250 Victorian schools for more than five years. This year the program is being rolled out in all state schools.

The project began about eight years ago when researchers in the Assessment Research Centre of the Melbourne Graduate School of Education decided the best way to help children with disabilities was to provide teachers with better materials and advice to create individual learning plans.

An online program was developed that allows teachers to record observations about children and place them on a developmental path.

“It helps a teacher recognise what they are seeing from the child’s behaviour. It points them to what the child can do and is ready to do next,” says Dr Woods. “We are taking the knowledge special education teachers have when they look at these kids and giving it to other teachers.”

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Doctors flip view of dyslexia

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When most people think of the word “dyslexia,” they think of someone who writes letters backward, said Bainbridge Island mom Charlotte Rovelstad.

“Typically, as a parent, you realize your child is not progressing as expected in reading, writing or math, and that’s your entryway into dyslexia,” she said.

That was the case for her when her bright child came home from school discouraged and falling behind.

Rovelstad embarked on a mission to educate herself about dyslexia and in so doing came upon the work of Dr. Brock Eide, and Dr. Fernette Eide.

The Seattle-based doctors, authors of “The Dyslexic Advantage” and “The Mislabeled Child,” cite brain research that turns the common stereotype about dyslexia on its head.

Those who fall under the category of dyslexic are not slow or dumb, they say, but have unique brain structure and organization that processes information in a completely different way than the general population.

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How to Cure Dyslexia

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Some time ago I received a letter from England that was written by an intelligent, accomplished and motivated adult who had a “reading problem.” He had been taught to read by the look-say method and exhibited the usual symptoms of dyslexia, and he wanted to know how to cure his disability.

He had read one of my articles on dyslexia and wrote:

It was extremely interesting, logical and above all explained the whole problem. It gave me important clues as to my own disabilities with reading and writing. I do’nt [sic] remember which method of reading I was taught, but I am positive it was the look-say method; this would certainly explain my difficulties in reading and writing as a child; and to this day I still have problems with reading or should I say misreading and especially spelling.

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Reduced Brain Activity Seen in Prereaders With Dyslexia Risk

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Prereading children with a family history of developmental dyslexia (DD) show reduced activity in the bilateral occipitotemporal and left temporoparietal brain regions during phonological processing exercises, according to a study published online Jan. 23 in the Proceedings of the National Academy of Sciences.

Nora Maria Raschle, Ph.D., from the Children’s Hospital Boston, and colleagues analyzed functional magnetic resonance imaging scans taken in 36 prereading children during phonological processing exercises to identify functional networks. Eighteen children with a familial risk for DD (average age, 66.5 months) were compared with 18 age- and IQ-matched controls.

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Dyslexic Kids Show Brain Changes at an Early Age

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Young children at risk for developing dyslexia showed abnormalities on functional MRI (fMRI) brain scans even before they began learning to read, researchers found.

Children who have a family history of developmental dyslexia showed significantly lower activation of the bilateral occipitotemporal and left temporoparietal regions (P<0.005) on fMRI than controls, according to Nadine Gaab, MD, of Harvard University in Cambridge, Mass., and colleagues.

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