Dyslexia: What's in a Name?

       

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The following letter was written in response to an article published in the Daily Mail August 2005, the subject of which introduced research by Professor Julian Elliot of Durham University which indicates that the current analytic processes used to diagnose Dyslexia have created an artificial 'disability' which correlates the ability to read and write with intelligence, and the inability to learn to read or write by an otherwise bright child as the sole necessary evidence of the condition.

The new research provides not only physical evidence of a difference in the brain structure of those who can not learn to read and write by traditional means, but research evidence that the processes used to teach the ‘bright' dyslexic works equally well with those whose low IQ has previously concealed the underlying problem.

As somebody who has suffered similarly (in my case my near blindness took the blame until I was in my early teens) it is an issue I find intensely interesting. As can be seen, I liked the witing, I do however take issue with the subeditor who stupidly decided to give us this very disturbing title.

Dear Julie,

 

Viz Daily Mail of Friday 25th August.

I would like to register my objection to the headline "There's no such thing as dyslexia, claims academic" attached to an otherwise blameless article. The article happens to be a well balanced attempt to address the subject, given the available material.

Attaching such a disturbing headline, knowing that many people only read the headlines, is a chilling reminder of how much the press can contaminate otherwise good writing.

There was nothing in the article to suggest that any of the researchers had actually found any evidence to support the headline's message "there's no such thing as dyslexia", this is a vast oversimplification of the issue and is not the point that was intended.

Despite this many employers and HR personnel will feel able to reject dyslexic applicants out of hand, mistakenly relieved that they can't be held to discriminating against a disability any longer.

Please could you at least publish a further article with a balancing headline of equal weight. There must have been considerable feedback from the TV program, and that alone should provide the opportunity for such an article.

Yours sincerely,

Does My Child Have Dyslexia?

       

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Does it really matter what they call it? What matters most is WHAT ARE YOU GOING TO DO TO HELP YOUR CHILD SUCCEED?

WE get asked this question on a daily basis---parents concerned that their child is not succeeding in school, not reading, school remedial programs are not successful, even outside tutoring programs have not been successful. Parents are at their wits end. No one seems to understand. Their child tries SO hard to read but no amount of repetition of sounding out words seems to be working. If your child has difficulty reading, does it really matter WHAT you call it?

Reading can be easy for some "Any six-year old can do it!" or it can be excruciatingly hard for others--whether they be adults or siblings of those who can read. Children do not CHOOSE not to read. Ask any six year old who is struggling to read--more than anything they WANT to be good at reading! There is no doubt that in order to read one must be able to recognize and use symbols that when combined make words: alphabetic phonemic awareness. But what happens when a child does not recognize that the letters in a particular order actually MEAN something? Those words should create a PICTURE in their minds? What if they see a word on the top of the page, sound it out and then proceed to sound it out differently every time it appears on the very same page? Is this really a 'reading problem' or a visual memory problem?

Remember, one has to first recognize that symbols are similar in order to remember them-- Add to this that these are children (later adults), who are extremely creative, sensitive and learn best when using their VISUAL systems. It somehow doesn't seem fair that those who learn visually are taught in a logical, sequential and auditory mode that does not work for them, and that they often have not been taught how to use their visual memory for school work..

As parents and educators it is important to support and teach these children with a holistic approach, using the strengths they have. In my experience of working with hundreds of children and their parents, when everyone, including parents, use the right tools that involve attention, visual motor training, alphabetic sequencing and creative visualization as well as positive language and goal setting, ANYTHING is possible. More than anything, reading, school success and self-esteem start to rise--and the emotional outbursts that we as parents experience on a regular basis when our children feel defeated, are significantly reduced.

So call it what you like- but by all means make sure you consider learning systems that capitalize on your children's strength, address their issues and help you to help them.. Our future depends on tapping your children's potential.

We are 3D Learner We started as very frustrated parents and professionals; then migrated to doing more traditional tutoring; and now see the benefits of a holistic approach that addresses: 1- Teaching children the way they learn best 2- Addressing vision and attention issues 3- Helping children with both the right accommodations and test taking skills

Mira Halpert M.Ed. and Mark Halpert are parent-educators who have raised four children, two of whom had learning differences. They developed the 3D Learner Program ? and speak nationwide on Parents and Professionals Helping Students Beat Dyslexia. To learn more about their philosophy you can either visit their website at 3D Learner or call Mira and Mark Toll-Free at 1-866-411-2578