Have you or a loved one received a diagnosis of “developmental dyslexia” or “dyslexia”? Have you or a loved one struggled with learning to read – no matter what methods and curricula have been used? Research leads us to more answers to our questions and more solutions for those who struggle.
How would you feel knowing your student would have more tools to succeed in life? What would it be like for him to learn fascinating information on his own? What would it be like to be carried off to a faraway time and place by reading a great story?
While many have considered dyslexia to be a combination of two deficits, the more current view, based on new research, providers believe that multiple deficits contribute to a diagnosis of “developmental dyslexia” will prove more helpful in helping those who struggle with reading. Belief that “weaknesses in either the visual (rapid automatized naming -RAN) or the auditory (phonological awareness-PA) can cause dyslexia has led teachers to address these two areas. Those with both deficits experienced severe difficulties in reading. (Wolf in Journal of Educational Psychology, 1999)
Now, more and more look to these areas and some additional areas: genetics, environmental, and perceptive/cognitive differences. With the use of fMRIs we can see what is going on inside the human brain. In a recent webinar, neuroscientist, Dr. Martha Burns, reported new research that confirms how these factors interact to present different kinds and degrees of learning challenges.
Not surprisingly the research shows that reading and language share specific parts of the brain that includes both the visual and auditory areas. While searching for the cause and effect relationship within genetic factors, researchers learned that the brain of an infant show signs of genetic causes of learning challenges discovered later. In 2017, Gaab published findings that 50% of children with a sibling or parent with dyslexia were likely to also receive a diagnosis. This number rose to 68% in identical twins.
Finding the underlying cause leads us to specific strategies for the individual since all of these factors combine in different ways. At Unlocking Learning Potential / Family Academy Online we address reading challenges using the neurodevelopmental approach ( www.unlockinglearningpotential.net) as well as with Scientific Learning’s Fast ForWord and Reading Assistant. Dr. Martha Burns, of Scientific Learning, says that Scientific Learning programs paired with an effective curriculum provide the best outcome for our children.
My name is Z.C. I began working with the learning specialist at Unlocking Learning Potential in 2009. By 2011 I could see how I had grown tremendously with my education and learning. With the neurodevelopmental evaluation, I found out that I was far below my grade level academically. At first, I thought the activities were silly, futile and would not work, but as I kept doing them I started noticing the big differences in every area of my learning. I could read faster, comprehend more, my vocabulary increased, and my memory improved.” Z.C. graduated from high school in 2011.
Watch this video to learn more about these scientifically based solutions to learning challenges: