Often A.D.H.D. & Dyslexia run hand in hand. Some call Dyslexia a disability and others recognize it for what it is and then use it to their own advantage.
What is Dyslexia?
the word dyslexia comes from Greek and means poor speech. As a lifelong condition dyslexia is a language related disability that especially involves reading. People who have dyslexia tend to have difficulty making the connection between letters and the sounds those letters represent. Specific symptoms, however, may differ from person to person.
What causes dyslexia?
the exact causes remain unclear, although heredity is a factor. While studies indicate abnormal brain development and function, dyslexia is not linked to general intelligence or lack of the desire to learn. In fact, suffers are often gifted in areas not requiring strong language skills.
How is dyslexia treated?
early identification of the condition is important. Effective training and language skills involves using several senses, especially hearing, seeing and touching. So that they can progress at their own pace, many students need one-on-one assistance. They may also need help emotional issues resulting from difficulties in school. With good tutoring hard work, students with dyslexia can learn to read and write well.
It is viewed by some and as characterized by difficulty with learning to read fluently and with accurate comprehension despite normal intelligence. This includes difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory, language skills/verbal comprehension, and/or rapid naming.
Dyslexia is the most common learning difficulty. Dyslexia is the most recognized of reading disorders. There are other reading difficulties that are unrelated to dyslexia.
Others see dyslexia as distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or poor or inadequate reading instruction. There are three proposed cognitive subtypes of dyslexia (auditory, visual and attentional), although individual cases of dyslexia are better explained by specific underlying neuro-psychological deficits and co-occurring learning difficulties(e.g. an auditory processing disorder, an attention deficit hyperactivity disorder, a visual processing disorder) and co-occurring learning difficulties (e.g. dyscalculia and dysgraphia). Although it is considered to be a receptive language-based learning disability in the research literature, dyslexia also affects one's expressive language skills. Researchers at MIT found that people with dyslexia exhibited impaired voice-recognition abilities. Interestingly, a study published online (and in the July issue of the American Journal of Human Genetics), reported a genetic origin to the disorder, and other learning disabilities, that could help lead to earlier diagnoses and more successful interventions.
Signs and symptoms
In early childhood, early symptoms that correlate with a later diagnosis of dyslexia include delays in speech, letter reversal or mirror writing and being easily distracted by background noise. This pattern of early distractibility is partially explained by the co-occurrence of dyslexia and attention-deficit/hyperactivity disorder. Although each disorder occurs in approximately 5% of children, 25-40% of children with either dyslexia or ADHD meet criteria for the other disorder.
Dyslexic children of school age can have various symptoms; including difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness), a difficulty segmenting words into individual sounds, or blending sounds to make words, a difficulty with word retrieval or naming problems (see anomic aphasia), commonly very poor spelling, which has been called dysorthographia or dysgraphia (orthographic coding), whole-word guesses, and tendencies to omit or add letters or words when writing and reading are considered classic signs.
Signs persist into adolescence and adulthood with trouble with summarizing a story, memorizing, reading aloud, and learning a foreign language. Adult dyslexics can read with good comprehension, although they tend to read more slowly than non-dyslexics and perform more poorly at spelling and nonsense word reading, a measure of phonological awareness.
A common misconception about dyslexia is that dyslexic readers write words backwards or move letters around when reading – this only occurs in a very small population of dyslexic readers. Individuals with dyslexia are better identified by reading accuracy, fluency, and writing skills that do not seem to match their level of intelligence from prior observations.
Several learning disabilities often occur with dyslexia, but it is unclear whether these learning disabilities share underlying neurological causes with dyslexia. These disabilities include:
Dysgraphia – a disorder which expresses itself primarily through writing or typing, although in some cases it may also affect eye–hand coordination, direction- or sequence-oriented processes such as tying knots or carrying out a repetitive task. In dyslexia, dysgraphia is often multifactorial, due to impaired letter writing automaticity, finger motor sequencing challenges, organizational and elaborative difficulties, and impaired visual word form which makes it more difficult to retrieve the visual picture of words required for spelling. Dysgraphia is distinct from developmental coordination disorder in that developmental coordination disorder is simply related to motor sequence impairment.
Attention deficit disorder – A high degree of co-morbidity has been reported between ADD/ADHD and dyslexia/reading disorders. Study's show it occurs in between 12% and 24% of those with dyslexia.
Auditory processing disorder – A condition that affects the ability to process auditory information. Auditory processing disorder is a listening disability. It can lead to problems with auditory memory and auditory sequencing. Many people with dyslexia have auditory processing problems and may develop their own logographic cues to compensate for this type of deficit. Auditory processing disorder is recognized as one of the major causes of dyslexia.
Developmental coordination disorder – A neurological condition characterized by a marked difficulty in carrying out routine tasks involving balance, fine-motor control, kinesthetic coordination, difficulty in the use of speech sounds, problems with short-term memory and organization are typical of dyspraxics.
Experience of speech acquisition delays and speech and language problems can be due to problems processing and decoding auditory input prior to reproducing their own version of speech and may be observed as stuttering, cluttering or hesitant speech.
Causes?
Researchers have been trying to find a biological basis of dyslexia since it was first identified by Oswald Berkhan in 1881 and the term dyslexia coined in 1887 by Rudolf Berlin. The theories of the etiology of dyslexia have and are evolving. Based on what I have found, there is no known sole cause for Dyslexia, although much research has blamed it on Genetics. But it must have started somewhere.
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