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In Just the Facts by The International Dyslexia Association, it is reported that  dyslexia is caused by biological factors not emotional or family problems. However, emotional and social problems can be caused by dyslexia as children advance in school and are frequently placed in learning environments that do not match their learning style.

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In Just the Facts by The International Dyslexia Association, it is reported that  dyslexia is caused by biological factors not emotional or family problems. However, emotional and social problems can be caused by dyslexia as children advance in school and are frequently placed in learning environments that do not match their learning style.

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According to Manzo & Manzo, this perspective says there are several "discrete" areas of the brain that play a specific role during the act of reading.

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Spache (1967) notes a trend in the diagnosis of brain damage and states that it is “being accepted as the primary etiological cause in thousands of pupils” who not only fail to show the classic symptoms of brain damage, but who also show little to no sign of cerebral dysfunction.

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Just the Facts defines multisensory teaching as "simultaneously visual, auditory, and kinesthetic-tactile to enhance memory and learning. Links are consistently made between the visual (what we see), auditory (what we hear), and kinesthetic-tactile (what we feel) pathways in learning to read and spell." 

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Just the Facts defines multisensory teaching as "simultaneously visual, auditory, and kinesthetic-tactile to enhance memory and learning. Links are consistently made between the visual (what we see), auditory (what we hear), and kinesthetic-tactile (what we feel) pathways in learning to read and spell." 

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The primary visual cortex receives stimuli through the eyes and transmits it to the other parts of the brain. The angular gyrus coordinate word analysis. Wernicke's area is responsible for recognition of meaning and visual-spatial coordination. Broca's area impacts oral language and movement.

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Spache (1967) notes various reactions of experts to the "looseness with which descriptive terms" have been applied to reading disability.

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There are several types of dyslexia, each forming when its corresponding part of the brain is damaged or dysfunctional. However, there are also some types of dyslexia that do not show up on brain imaging technology and are thus categorized under "psychological" rather than "neurological."

Neurological Types of Dyslexia:

-Surface dyslexia, also called visual-spacial dyslexia or dyseidetic-dyslexia, occurs when there is some damage to Wernicke's area, which is responsible for recognition of meaning and visual-spatial comprehension. Surface dyslexia is characterized by an inability to read words as wholes, visual confusion, or paralexic errors. They usually perform normally or above average in oral reading.

-Phonological dyslexia: People living with phonological dyslexia do well with whole-word comprehension, as long as the word is familiar to them. However, their neurological impairments in Broca's language area damage their ability to read orally or to sound words out phonetically.

-Deep Dyslexia occurs when the visual stimuli coming in through the occipital lobe doesn't follow the correct path through the various areas, but instead goes mostly to the right lobe, then Wernicke's area, skipping the left occipital lobe and the angular gyrus. Deep dyslexia is characterized by semantic paralexic errors and trouble with non-words, abstract words, and verbs. They tend to do fairly well with familiar words and nouns.

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Spache's language suggests a skepticism toward dyslexia diagnoses. In describing Jules C. Abrams' reaction to dyslexia, we can see a hint of irony in the voice Spache takes: "Jules C. Abrams (1) is amused by the pendulum swings or fads in diagnosis of reading difficulty from 'personality conflict' to 'organicity' to 'perpetual handicap' to 'dyslexia'; diagnoses that ignore the interplay among the organic, functional, and environmental factors" (Spache 179). Spache's language choices in this excerpt, such as "pendulum swings," and "fads," as well as his mention of external factors, suggest skepticism toward the topic.

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Social and Emotional Problems Related to Dyslexcia

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Social and Emotional Problems Related to Dyslexcia

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Manzo & Manzo provide a list of indicators and reasoning for issues common with dyslexia. Unfortunately, I could not make out where the "treatment" for this indicators are. Spache did a better job of listing the six instructional strategies for dyslexia.

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There are 6 types of instructional emphasis. I call them strategies to learn through the disability, like any physical therapy you could receive to help regain strength in your elbow can possibly look the same in regaining strength to reading?

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Problems with Social Relationships among Dyslexic Children

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Problems with Social Relationships among Dyslexic Children

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- may be physically and socially immature in comparison to their peers
- may make themselves awkward in social situations
- may have difficulty reading social cues
- may affect oral language functioning
(Picture below is retrieved from brainfacts.org)

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- Gerstmann's Syndrome: (a rare neurological disorder that can occur as the result of a brain injury or as a development disorder)

1. the lost of the ability to express thoughts in writing
2. to perform simple arithmetic problems
3. to recognize or indicate one's own fingers
4. to distinguish between the right and left sides of one's body.

You may refer to a Gerstmann Syndrome case study from YouTube
https://www.youtube.com/watch?v=GLJdcmSIoNQ

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Claims many actually brain damaged children learn to read will; bran damage at birth is seldom significant at maturity; intelligence, of one thinks of it as learning capacity, is not necessarily depressed by brain damage.

In short, brain damage is not the end all be all and I interpret this as the brain damage associated with dyslexia is not a devastating or terminal disability. It can be worked through, but we have to know more about it and find more ways to combat.

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Training, Tutoring, & Education

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The Dyslexia Resource Training * Tutoring * Education Empowering communities to serve dyslexic learners The Dyslexia Resource is a non-profit launched by The Schenck School as a means for sharing the reading expertise of the School with other struggling readers. Our mission is to empower communities to serve dyslexic learners.

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Related Learning Disabilities and Soft Signs of Dyslexia:

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Related Learning Disabilities and Soft Signs of Dyslexia:

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- Attention-Deficit Disorder (ADD). What is the differences between ADD and ADHD (Attention Deficit Hyperactivity Disorder)? According to Healthline.com, ADD is an outdated term which was once used to refer to someone who had trouble focusing but was not hyperactive.

(Picture below is retrieved from villa-medica.com)

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Signs and Symptoms of Brian Damage (p188)

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Signs and Symptoms of Brian Damage (p188)

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Behavioral:
- impulse control
- hyperactivity
- hyper-distractibility
- impulsivity
- disinhibition
- highly narcissistic and egocentric
- defective self-concepts
- higher P. than V.I.Q. (Verbal Intelligence Quotient)
- general retardation in verbal skills (except arithmetic reasoning and digit span)
- lowest in coding
- difficulty with letters and words as symbols
- hearing comprehension better than reading comrephension

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- Synergism: is an involuntary motor reflex following a previous movement. There might be difficulty in releasing something once it is grasped.

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Motor Development
- a slow development or dysfunction is commonly seen among poor readers

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Usefulness of "Dyslexia" as a term and diagnosis

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Usefulness of "Dyslexia" as a term and diagnosis

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I think the term "dyslexia," despite encompassing several different types of reading issues, is incredibly important in understanding underlying issues students have with reading. It gives us a reason for student frustration and inability to process written language the same was a neurotypical student would. Without the classification, those students might be dismissed as being stubborn or lazy for "refusing" to read. With an understanding of dyslexia, we can discover solutions and help them learn to read anyway.