Dyslexia

Dyslexia occurs as a result of deficits in understanding speech sounds, and therefore results in problems with accurate and fluent word recognition, poor spelling, and decoding or understanding the sounds that go with written language (International Dyslexia Association, 2003). The disorder is often characterized by poor reading, but good listening ability. It has been described as “an unexpected difficulty learning to read despite having all the factors necessary to read–good thinking and reasoning skills and the ability to think creatively” (Campbell, 2003, p. 20). These children frequently have aural/oral, cognitive, fine motor, and executive functions that are normally [Page 179]developed. Their cognitive abilities are often in the average to above average range (International Dyslexia Association, 2003). However, children and adults with dyslexia may also have specific impairments in other academic skills like writing and math (Berninger, 2001).

Throughout the life span, dyslexia may be expressed differently. In early grade school, children may have difficulty reading words in isolation, make consistent spelling errors such as letter reversals, rely on guessing to read, have difficulty writing number sequences, and confuse math signs. Another sign includes trouble remembering facts. As students reach middle school, they are often reading below grade level. They may demonstrate difficulties, such as reversing letter sequences; be slow to learn prefixes, suffixes, and root words; may have trouble with word problems in math; and may have difficulties with recall of facts and comprehension. Some signs of the disorder may continue to occur throughout the life span. For example, difficulties with planning and organization can afflict those with dyslexia from elementary school through adulthood. They also experience difficulty with memory and acquiring vocabulary. As children, they may have difficulty acquiring vocabulary, which results in an inadequate vocabulary as they enter high school and go on to college or careers. In middle school, high school, and into adulthood, the person may avoid writing tasks and continue to spell poorly. They also may try to hide their reading disability or avoid written tasks to avoid embarrassment. As adults, people with dyslexia often work well below their intellectual capacity (International Dyslexia Association, 2003).

Currently there is no specific set of criteria for the diagnosis of dyslexia. Therefore it is important to remember that when one refers to dyslexia they may be referring to any degree of reading difficulties. Often a child who has dyslexia and needs special education services will fall under the category of learning disabled or as having a reading disorder.

The neurological origins of dyslexia were first investigated by a French neurologist, Dejerine, in 1891. The use of functional brain imaging investigations has revealed converging data that support the neurological basis of dyslexia, pointing primarily to the failure of left hemisphere posterior brain systems to function properly (Lyon & colleagues, 2003). Genetic research has found a link between dyslexia and Chromosome 6. These biological factors could play a role in differences in how well children may be able to learn by affecting cognitive, language, and other skills (Berninger, 2001).

A common belief is that people with dyslexia read and write letters backwards. A study investigating letter orientation confusion in children with reading disabilities revealed that children with reading disabilities did confuse the orientation of stimuli more frequently than average readers in reception and production tasks, but this is not the sole problem or determinant of dyslexia (Terepocki & colleagues, 2002).

...