What is Dyslexia?
For decades, the label dyslexia has been used, but in different ways. The term literally means “trouble with words.” In 2002, the National Institute for Child Health and Human Development (NICHD) adopted the definition of dylexia as “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Somehow a misconception became the prevailing notion that dyslexia is when someone reverses letters or words. Dr. Kelli Sandman-Hurley’s does a fantastic job explaining what recent research has shown to be the truth about dyslexia.
Brain research from the last 30 years has answered many questions about dyslexia. In 2005, researcher Uta Frith explained what scientists had discovered so far about this difficulty with reading and language.
Here is a more recent interview with Dr. Martha Burns, a Speech Pathologist and Neuroscientist, about current research. In our time of rapidly changing scientific and technological advances, it is important to keep up with the most current research in dyslexia.
And even newer research is coming out about the connections within the white matter of the brain, specifically the size and organization of the arcuate fasciculus (a bundle of nerves that connect the language processing areas of the brain), relates to performance on phonological awareness tasks before children are ever introduced to reading. Read an article about the research by clicking on the picture below.