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Understanding Dyslexia Ros Lugg

Understanding Dyslexia

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Understanding Dyslexia. Ros Lugg. Dyslexia or Specific Learning Disability?. Other Specific Learning Disabilities. ADHD (Attention Deficit Hyperactivity Disorder) Dyspraxia Dysphasia, speech/language delay or deficit Dyscalculia Autism/Aspergers Syndrome/Tourette Syndrome. - PowerPoint PPT Presentation

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Page 1: Understanding Dyslexia

Understanding Dyslexia

Ros Lugg

Page 2: Understanding Dyslexia

Dyslexia

or

Specific Learning Disability?

Page 3: Understanding Dyslexia

Other Specific Learning Disabilities

ADHD (Attention Deficit Hyperactivity Disorder)

Dyspraxia Dysphasia, speech/language delay or

deficit Dyscalculia Autism/Aspergers Syndrome/Tourette

Syndrome

Page 4: Understanding Dyslexia

Neurological and biological basis

Page 5: Understanding Dyslexia
Page 6: Understanding Dyslexia

Brain structure

MRI scanning results

The planum temporale cortical language area, which is normally larger in the left

hemisphere than in the right, is symmetrical in most dyslexics.

Page 7: Understanding Dyslexia

The corpus callosum is physically less well

developed in dyslexics than in non-

dyslexics.

Page 8: Understanding Dyslexia

Nutritional aspects

Dyslexics are less able to convert EFAs to myelin in the brain

Page 9: Understanding Dyslexia

Study found that:

Mothers of children with dyslexia had consumed significantly less EFA while pregnant than mothers of non-dyslexic children.

Page 10: Understanding Dyslexia

Brain activation

fMRI scanning results

Dyslexics were scanned while doing a simple rhyming task.

In normal readers, the left frontal cortex lit up, but this does not happen in dyslexics.

Page 11: Understanding Dyslexia

Graduate dyslexics study

Well-compensated graduate dyslexics

studied.

Equivalent non-dyslexic control group

Simple rhyming task

Page 12: Understanding Dyslexia

PET scan findings

Both groups completed the tasks with no problem.

Dyslexic group – very different pattern of brain activity:

Less activity in Broca’s and Wernicke’s areas and no activity at all in the insula

Page 13: Understanding Dyslexia

Conclusion

A specific failure in that particular brain

system connected with language persists

into dyslexics’ adult lives, although their

performance indicates that they were

compensating well.

Page 14: Understanding Dyslexia

Effect of correct remediation

Several studies have shown that brain

activation patterns can be changed with

the right remediation – even in adults.

Page 15: Understanding Dyslexia

Current conclusions

“The evidence is consistent with an increasingly sophisticated account of

dyslexia that does not single out either phonological or visual or motor deficits. Rather, temporal processing in all three

systems seems to be impaired. Dyslexics may be unable to process fast incoming sensory information adequately in any

domain.”

Page 16: Understanding Dyslexia

Gene links

Chromosome 6 (DCDC2) linked with dyslexia

Chromosome 15 (KIAA0319) also

implicated

Genetic abnormalities in Broca’s and Wernicke’s areas (the main language areas in the left hemisphere)

Page 17: Understanding Dyslexia

Links with other conditionsLeft-handedness

Eczema

Allergies

Schizophrenia

Dyspraxia

ADHD

Glue ear

Irlen Syndrome

Page 18: Understanding Dyslexia

Dyslexia and behaviour

Internationally, 60 – 80% of prison populations are dyslexic

Dyslexia causes huge anxiety and self-esteem problems, particularly with brighter pupils. This magnifies behavioural issues at school age and beyond.

Page 19: Understanding Dyslexia

Fallacies about dyslexia

“He’s not ready for reading yet. Wait until he’s ready and he’ll be fine.”

Dyslexia doesn’t exist. It’s just a middle-class parent’s excuse for a thick child.”

Page 20: Understanding Dyslexia

Possible Indicators

Obvious ‘good’ or ‘bad’ days with no reason

Confusion between directional words Difficulties with sequences, days, months,

tables Family history Discrepancy between oral and written

language Reversals/mis-sequencing letters

Page 21: Understanding Dyslexia

Poor concentration Forgets or misunderstands instructions Has difficulty understanding what has been

read Takes longer to do written work Slow processor Problems copying, particularly from the

board Problems planning essays

Page 22: Understanding Dyslexia

Poor confidence or self-esteem Poor social skills Can appear awkward or clumsy Very inconsistent abilities Unexpected difficulties with certain tasks Sometimes tongue-tied Anxious about answering questions in class

Page 23: Understanding Dyslexia

Home and social implications

Fatigue

Homework

Organisation

Social isolation

Page 24: Understanding Dyslexia

Famous dyslexics

Alexander Graham Bell Nelson Rockefeller

John Britten Henry Ford

Thomas Edison Walt Disney

Michael Faraday Cher

Erin Brockovich John Lennon

George Patton Auguste Rodin

Orlando Bloom Nigel Kennedy

Tom Cruise Henry Winkler

Page 25: Understanding Dyslexia

Whoopi Goldberg Jackie Stewart

Susan Hampshire Muhammed Ali

Keanu Reeves Thomas Jefferson

Kiera Knightly Winston Churchill

Oliver Reed J F Kennedy

Robin Williams George Washington

Leonardo da Vinci Agatha Christie

Picasso W B Yeats

Andy Warhol Terry Goodkind

Page 26: Understanding Dyslexia

Patterns of difficulty

One feature of dyslexia is that there is no link between dyslexia and intelligence.

There are typical patterns, but huge variability between individual difficulties.

Page 27: Understanding Dyslexia

Memory implications

A non-dyslexic child takes between 4 and 10 exposures to a word to fix it in long-term memory.

A dyslexic child can take anything between 500 and 1300 exposures.

Therefore: teaching needs to incorporate huge amounts of ‘overlearning’

Page 28: Understanding Dyslexia

Common language problems

Interpretation – very literal, don’t understand ‘figures of speech’

Language of mathematics – “70% of dyslexics experience difficulty with number language words (sum, total, odd, take away)” Chasty 1985

Comprehension – reading and oral

Page 29: Understanding Dyslexia

Dyslexic or low ability?

Page 30: Understanding Dyslexia

Low ability profile

Page 31: Understanding Dyslexia

Typical dyslexic profile

Page 32: Understanding Dyslexia

More extreme dyslexic profile – very able but indicators of dyspraxia

Page 33: Understanding Dyslexia

Dyslexic profile

Page 34: Understanding Dyslexia

Low ability profile

Page 35: Understanding Dyslexia

Low ability

Page 36: Understanding Dyslexia

Very able, but major perceptual difficulties

Page 37: Understanding Dyslexia

Assessment options

Specialist assessment centres

SPELD

Step by Step Centre

Assessment software – available in schools