Description

Dyslexia is difficulty with language (dys = difficulty; lexia = language). Dyslexia is not a sign of poor intelligence. It is not a disease, an eye problem, or the result of poor effort. It is not ADHD (attention deficit/hyperactivity disorder), although the conditions frequently coexist. It is a specific language-based disorder of constitutional origin, or present at birth. Its main features are inaccurate or slow word recognition, weak decoding, and poor spelling. Often, handwriting is poor. These difficulties can in turn hinder reading comprehension, vocabulary development, and acquisition of knowledge. Dyslexia affects millions of people worldwide, including those who use logographic and syllabic languages such as Chinese and Japanese kana.

The Dyslexic Brain

Dyslexia is a genetic trait involving several genes and so tends to run in families. One-fourth to one-half of children having a dyslexic parent will also be dyslexic. Both genetic predisposition and environment affect its expression.

While a dyslexic brain is different from a non-dyslexic brain, it is not an inferior or damaged brain. Notable dyslexics include Leonardo da Vinci, George Washington, Thomas Edison, Albert Einstein, Pablo Picasso, Woodrow Wilson, and Jay Leno. The architecture of the dyslexic brain that leads to reading impairment may also confer benefits. Indeed, a hallmark of dyslexia is the presence of a significant difficulty within "a sea of strengths.”

In order to read, the brain must break a code. Printed symbols represent words that stand for things or concepts. The brain must analyze the visual features of a printed word, attach sound or pronunciation, and add meaning. Neurological research shows these tasks are accomplished primarily in Broca’s Area, Wernicke’s Area, and the occipito-temporal region. The beginning reader focuses on single letters and letter groups within a word. Reading is slow, with much of the analysis occurring in Broca’s and Wernicke’s Areas. With practice, a neural model of a word is formed in the occipito-temporal region that captures all its features—spelling, pronunciation, and meaning. Reading becomes rapid.

The dyslexic brain has difficulty turning print into sound. Phonologic awareness, or the ability to discriminate and manipulate sounds, may be weak. Decoding, or attaching sounds to letter(s), may be weak. As a result, dyslexics struggle to create enough accurate exposures of words to form neural models that can be recalled automatically. Instead, they continue to use the slower analytic processing routes or engage other regions of the brain to figure out the words. Their reading may be accurate, but it is slow and laborious.

A highly readable discussion of dyslexia may be found in Overcoming Dyslexia by Sally Shaywitz, M.D. (Alfred A. Knopf, 2003). Other valuable resources include the International Dyslexia Association, the International Learning Disabilities Association, the National Center for Learning Disabilities, and Schwab Learning.

Diagnosis

Often diagnosis and treatment are delayed because a child is bright and capable in most areas. Operating within "a sea of strengths,” the dyslexic can develop compensating strategies that mask reading weakness. At some point, a parent or teacher or the student himself becomes aware of poor handwriting, a lack of fluency in reading, the need for a quiet environment in which to read, or avoidance of reading, and an evaluation is requested.

Dr. Gates begins with a thorough family history. Cognitive ability or intellectual aptitude is assessed. Specific skills involved in reading and writing are measured The specific components of the evaluation are determined by the reader’s age and reading ability. Results are reported in writing and through oral consultation.

Treatment

Intervention should begin as early as possible. Young dyslexics can catch up to their peers. Without effective help, however, the gap between the struggling reader and her peers will widen over time.

Dr. Gates uses instructional programs and techniques that have been proven through research to be effective. Instruction systematically and directly teaches targeted language skills, employs multisensory techniques that engage all learning modalities, and monitors growth. Computers and other assistive technology may be employed. She will suggest what you can do at home to help.

In addition to remediating weaknesses, Dr. Gates will work with students, their families, teachers, or co-workers to implement appropriate accommodations. Success is possible when we use our strengths to minimize our weaknesses.

"I was really scared. I remember how awful school was for me. When Josh started having trouble learning to read I was afraid he was going to have to go through what I went through. Thank goodness we found Dr. Gates. She helped Josh learned to read and now he is doing well in school. Most important of all, though, is that he feels good about himself. He knows he’s smart and can do anything. Thank you!” (D. Worthy)