john bradford - what causes dyslexia? - Dyslexia online magazine

http://www.dyslexia-parent.com/mag24.html

john bradford - what causes dyslexia? - Dyslexia online magazine

The first thing that needs to be said is that dyslexia is not brought about by poor parenting. On the contrary, it is the concerned parents of dyslexic children who have taken the initiatives that have brought dyslexia to the forefront of the learning difficulties arena.

Individual parents have persisted in pointing out to their children's schools that something must be wrong when a child of apparently normal intelligence is failing to learn to read and write.

What does cause dyslexia, then?

To be quite honest, nobody quite knows at the moment. There has been a real increase in the amount of research taking place, and a number of possibilities are beginning to emerge, but the waters are still fairly murky. The overall picture is that dyslexia can be caused by inherited factors, and/or hearing problems at an early age.

Inherited factors

It is clear that dyslexia is very frequently found in families, and is often accompanied by left-handedness somewhere in the family. This does not mean to say that a dyslexic parent will automatically have a dyslexic child, or that a left-handed child will necessarily be dyslexic. But where dyslexia is identified, between a third and a half of children have a history of learning difficulties in their family, and more than half have a family member who is left-handed.

With the technical advances that have come about in brain-scanning in recent years, a lot of research has been carried out examining the brains of dyslexic people. Bunches of cells beneath the surface of the brain have been detected which lie on the surface in the brain of a non-dyslexic person.

These groups of cells ought to have moved to the brain's surface at the time when the brain was developing in the foetus, but failed to make the journey. They are known as 'ectopic' cells (like an ectopic pregnancy, where the egg fails to reach the womb and is fertilized in the Fallopian tube).

These ectopic clusters of cells are mainly found in the left and the front of the brain - the areas which are important for reading and writing. Another area of the brain - the magno-cellular system, which deals with our ability to see moving images - is smaller in the brains of dyslexic people. This makes reading harder, where the brain has to quickly interpret the different letters and words which the eyes see as they scan words and sentences.

With the use of EEG (electroencephalogram), where small electrodes with wires are temporarily attached to the outside of a person's head, it has been possible to see increased brain activity on the right side of the brain when a child is beginning to learn to read. Increased activity is noticeable on the left side in an advanced reader.

However, the brains of dyslexic children show an unusual variation in left- and right-side activity. Recent research has found that, whereas non-dyslexic children use the left side of their brain for language work, dyslexic children have to use the right side as well. This is not the side of the brain that is wired for language work, and, as a result, the brains of dyslexic children and adults have to work about six times harder. This may be why dyslexic children and adults become fatigued by language work and dealing with text.

Hearing problems at an early age.

If a child suffers frequent colds and throat infections in the first five years, the ears can be blocked from time to time so that hearing is impaired. The parents can easily be unaware of this until a doctor actually looks into the child's ear. This condition is sometimes known as 'glue ear' or 'conductive hearing loss'. If the difficulty is not noticed at an early stage, then the developing brain does not make the links between the sounds it hears.

This early learning of sounds and words is fundamental to the child's developing ability to handle language and text. If a child cannot hear clearly, it will be unable to hear the difference between words like 'pin' and 'thin', or 'fan' and 'van'. The lack of clear hearing will also delay the child's phonemic awareness - the ability to hear that words are made up of smaller sounds and syllables, like 'c-a-t', or 'in-ter-est-ing'.

A delay in phonemic awareness causes lifelong difficulties - dyslexia - if corrective action is not taken at a very early stage. The most common treatment is the insertion of a tiny tube or grommet into the child's ear. This allows the fluid to drain off so that the child's hearing is restored. Another treatment is the removal of the tonsils, which are sometimes the cause of the repeated infections.

A combination of both

Sometimes a child has inherited genes which dispose him or her towards difficulties dealing with the printed word, and has also experienced early hearing problems. These children are often found to be quite severely dyslexic, and need a lot of support through their school and college years, as well as in the workplace.

Learning strategies can make a huge difference

Learning strategies to overcome the difficulties associated with dyslexia can make a huge difference to the performance of a dyslexic child or adult. In particular, a 'multi-sensory' method can really help: this involves teaching children to learn spellings, for example, not only by hearing and saying the sounds of the letters, but also by using their visual and tactile (touch) memories by writing the letters in the air, on the carpet, making them with plasticine or in very large (joined) handwriting on big sheets of paper. This gives their brain a visual and tactile memory of the word as well as the memory of hearing the sounds of the letters. Joining the letters together - in joined handwriting - helps the brain to remember the order of the letters in a word.

Compensating strengths.

There are compensating strengths for a dyslexic person. Dyslexic children and teens benefit greatly in three important areas:

1. creativity,
2. physical co-ordination, and
3. empathy with others.

Teachers working with dyslexic children and teens see examples of their creative and imaginative drawings in school, and their skills and pleasure in sports, games, swimming, skate-boarding and other activities which require the physical co-ordination that many non-dyslexic children find hard.

Every dyslexic child experiences problems and frustration at school - often including bullying, unfortunately - and they learn to empathize with other people's experiences of difficulty.

John Bradford
2009

An example (1)

Philip´s mum noticed in kindergarden that he was always the slowest to change his clothes, to tie his shoe laces, to organize his bag. He never enjoyed rhyming, clapping or singing. But she was amazed of his above average ability of memorizing aural speech.

When she was reading to him, he seemed to memorize every single word. When Philip entered primary school his difficulty with reading was not noticed, because he learnt his text books by heart. Only in third grade his dyslexia was diagnosed.

Dyslexia runs in Philipp´s family. His father, a finance director of a leading beer company, experienced the same difficulties throughout his school time. He had support teachers coming and going, other children bullied him, he was seeing several therapists.

Also Philip was first sent to a psychologist. He underwent therapy, because he did not want to socialize with his peers. He became aggressive towards his parents and teachers.

Only when he started a pedagogical dyslexia training he understood that dyslexia is no disability, no disease but just a different way of decoding and grasping written text.
(S.S-P., Serbia, a student on the Dyslexia Certificate course).

An example (2)

Some years ago I taught a girl who is 20 now and who has been studying Arts in the Netherlands since last September.
She is obviously very creative and has used her creativity and spatial intelligence to compensate her severe dyslexia.
For example, she always chose the creative tasks when I gave my students a choice.
Once, she painted a picture inspired by a poem by Rilke (and she was the only one to do so in the whole course).
Art was her favourite subject at school and she went to more Art lessons than was necessary, asking her Art teacher whether she could join him in another course.
She organized some Art projects for our school, e.g. one which was called “Inside Out”, for which she took photographs of fellow students who showed a side of theirs that was normally hidden at school.
She was also in my Film Club for which she was the make-up artist and the camerawoman.
She began her studies of the Arts last year and was one of the few who could do so there as less than 50 students are accepted at this univeristy every year.
Since then she has taken part in an exhibition and has produced many works of art (paintings, photographs, sculptures).
Also, she has been learning Dutch, which shows how determined she is to make it there as she hated learning English and French at school. In addition, she is a very sporty person, which shows her bodily-kinesthetic intelligence.
When she was younger she played soccer in a team and danced as well, later she began horse-riding and jogging.
Nowadays she mainly rides her bike but I am sure that if she had more time, she would do more sports as she loves it.
She has never liked to sit still for a long time and works best when she can move around freely, which is another reason why she likes doing art.
So at school she liked creative subjects (Art, German) and PE best whereas she had problems with maths, science and computer science.
As students cannot choose their subjects as freely here as in the USA, she had to cope with them until she left school.
Since she has been able to do what she loves most, she has become a much happier person.