Words Recognized by Looks, Not Sounds

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Skilled readers do not have to sound out words every time they see them, a new study indicates.

Instead, once they know a word, they can access a “visual dictionary” in their brains to recognize it every time they see it, said researchers at Georgetown University Medical Center. They suggested these findings could provide new insight into certain reading disorders.

“One camp of neuroscientists believes that we access both the phonology and the visual perception of a word as we read them and that the area or areas of the brain that do one also do the other, but our study proves this isn’t the case,” lead investigator Laurie Glezer, a postdoctoral research fellow, said in a medical center news release.

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color contrast screening test for visual dyslexia

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IN THEORY, some individuals with visual dyslexia have an excess of L (red) photoreceptors in their eyes.  The excess of red photoreceptors cause a visual dissonance when reading.  A measureable effect is an increased ability (hypersensitivity) to see aBlue Dyop™ on a Black background more easily than they can see a Green Dyop™ on a White background.

A “normal” response lets you see the Green Dyops™ on a White background better than you can see the Blue Dyops™ on a Black background.  A HYPOTHETICAL dyslexic response lets you see the Blue Dyops™ on a Black background better than you can see the Green Dyops™ on a White background.

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Dyslexia Checklist

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All ages

1. Is he bright in some ways with a ‘block’ in others?

2. Is there anyone else in the family with similar difficulties?

3. Does he have difficulty carrying out three instructions in sequence?

4. Was he late in learning to talk, or with speaking clearly?

Ages 7-11

1. Does he have particular difficulty with reading or spelling?

2. Does he put figures or letters the wrong way e.g. 15 for 51, 6 for 9, b for d, was for saw?

3. Does he read a word then fail to recognise it further down the page?

4. Does he spell a word several different ways without recognising the correct version?

5. Does he have a poor concentration span for reading and writing?

6. Does he have difficulty understanding time and tense?

7. Does he confuse left and right?

8. Does he answer questions orally but have difficulty writing the answer?

9. Is he unusually clumsy?

10. Does he have trouble with sounds in words, e.g. poor sense of rhyme?

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Calling into question the discrepency model for dyslexia in children

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Regardless of high or low overall scores on an IQ test, children with dyslexia show similar patterns of brain activity, according to researchers supported by the National Institutes of Health. The results call into question the discrepancy model — the practice of classifying a child as dyslexic on the basis of a lag between reading ability and overall IQ scores.

In many school systems, the discrepancy model is the criterion for determining whether a child will be provided with specialized reading instruction. With the discrepancy model, children with dyslexia and lower-than-average IQ scores may not be classified as learning disabled and so may not be eligible for special educational services to help them learn to read.

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Life’s Extremes: Math vs. Language

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Most people would agree they are better at verbal or math subjects in school, as grades usually do attest. Highly intelligent individuals often do well in both subjects, and may know the answers to both questions above, lickety-split, while less intelligent people can struggle. But a minority of us excels in the language department and bombs at mathematics, or vice versa.

By learning more about the regions of our brains responsible for language and math processing, researchers hope to someday better help those with severe deficits, such as in reading ability, called dyslexia, and general numeracy, called dyscalculia.

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Symptoms of dyslexia

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The Yale Center for Dyslexia and Creativity has a lot of information about dyslexia. Here are some of the signs of the disorder in people of different ages:

Preschool years

● Trouble learning common nursery rhymes, such as “Jack and Jill”

● Difficulty learning (and remembering) names of letters in alphabet

● Mispronounces familiar words; persistent “baby talk”

● Doesn’t recognize rhyming patterns

● Family history of reading and/or spelling difficulties

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