Dyslexia

Definition
Dyslexia is a learning disability that changes the way the brain processes visual images into meaningful language. Dyslexia may also cause difficulties in understanding spoken language.

Causes/associated factors
People who have dyslexia are thought to have an impairment in the brain's language center that may occur in the early stages of development. Experimental brain imaging studies from the National Institute of Mental Health (NIMH) suggest there is a difference in the way some people who have dyslexia process language information. Changes in movement perception may cause difficulty processing the visual information required for skills such as reading, writing and spelling. There also appears to be a hereditary influence.
The impairment in "decoding" written words, a process known as automatic word recognition, is what causes comprehension problems. Words are identified instead of comprehended. Although children typically begin learning to read at about age 6, people who have dyslexia are often not ready until after first or second grade. If you have dyslexia, you may read slowly and have to read an item more than once to comprehend its meaning. You may have a reading level significantly below average for others of the same age and intelligence.

Dyslexia is the most common learning disability. The condition develops in people with normal vision and average or above average intelligence. Although symptoms of dyslexia may coexist with emotional problems, dyslexia is not caused by emotional problems, lack of motivation, vision or hearing deficits, poor teaching or mental retardation.


Signs/symptoms
The symptoms of dyslexia vary. Some people have single difficulties, and others struggle with a variety of factors. People who have dyslexia often have delays in:
learning to talk
making a preference between the right and left hand
understanding directions, such as up/down, right/left and front/behind
People who have dyslexia often have difficulty with:

understanding time concepts, such as yesterday/tomorrow, days of the week and months of the year
learning the letters of the alphabet
learning to read, especially after age 6 (reading ability may seem to decline during middle or high school)
writing letters of the alphabet or sequences of letters and numbers in order
handwriting
rhyming words or understanding word sounds
understanding spoken language
solving math problems
perceiving or pronouncing words
retention (listing words and passing a spelling test correctly one week, for example, but not being able to spell any of the words the following week)
Keep in mind that young children without learning disabilities often show some of these symptoms. If you or your child experiences a number of these symptoms or the symptoms occur consistently, however, consult a doctor for an evaluation.


Diagnosis
Sometimes a dyslexia diagnosis is not made until a student receives failing grades for an extended period of time. However, it's important to seek help as soon as persistent symptoms appear. Early intervention can maximize success and minimize negative impact on self-esteem.
A team of doctors, therapists and counselors may be involved in the diagnosis. Current medical condition, cognitive level, sensory processing, educational level and psychological factors will be evaluated. To encompass all areas of the learning process, the evaluation may include:

hearing tests
vision screening
intelligence tests, such as the Wechsler Intelligence Scale for Children (WISC)
academic achievement tests
neurologic studies
Reading ability may also be tested, but not as the determining factor for diagnosis.


Treatment
Currently, there is no treatment for the underlying brain dysfunction at the heart of dyslexia. Instead, treatment is focused on remedial education designed to facilitate success. The psychological testing that's part of making a diagnosis can be used to help develop effective learning programs. For information on the available educational resources, consult your child's or a local school's special education department. If your child also has attention-deficit hyperactivity disorder (ADHD), treatment of the individual conditions may be quite helpful.
Techniques that utilize the senses are common teaching methods recommended by some to help people who have dyslexia. For example, multisensory teaching uses visual, auditory and kinesthetic-tactile techniques (focusing on what you feel or touch) to improve memory and learning. With this technique, students use three sensory pathways to form associations that improve success in reading and spelling. Visual and phonic techniques are often used by school reading specialists. Depending on the severity of the reading disability, individual tutoring or weekly small group teaching sessions may be needed. It's important to note that some techniques used in visual and neurologic training are extremely controversial. The American Academy of Pediatrics, the American Academy of Ophthalmology and other experts emphasize these therapies are not based on evidence.

Keep in mind that development of these skills often happens slowly. If you don't notice an improvement within a reasonable period of time, however, a change in teaching method may be needed.


Tips for parents
If your child has dyslexia, consider the following coping strategies.
Read all you can about dyslexia to better understand your child's disability. Then, help your child understand the disability.
Emphasize your child's strengths and praise small improvements.
Try not to pressure your child.
Provide your child with opportunities for achievement that do not require or focus on reading abilities.
Keep instructions simple and give directions one at a time. If your child doesn't understand a task through verbal communication, use visual examples.
Build on what your child already knows.
Find an area in your home where your child can study without distractions.
Read assignments to your child if he or she has difficulty understanding the instructions. Or, write assignments for your child as he or she instructs you.
Work with your child's teacher. For example, you may want to negotiate an oral report in place of a written assignment.
Be involved. Make sure the treatment plan at school is meeting your child's needs.
Discuss any concerns with the professionals involved in your child's care.

Complications
Reading and communication affect nearly all aspects of daily life. If left untreated, dyslexia can contribute to low self-esteem, withdrawal or alienation from friends and family, behavioral problems, delinquency and aggression.