Learning Differences Part 2: Dyslexia
Dyslexia is one of the most common and well studied of the learning differences. It is a language processing difference, and it’s important to understand that dyslexia involves the language areas of the brain. So, a child may draw well, but not be able to write letters because letters go through the language centers of the brain.
There are also different kinds of dyslexia. In one type, children have trouble processing the component sounds of language such that it becomes hard for them to break apart words, and then label different sounds. In another type of dyslexia, kids have trouble in how a letter or word is perceived and processed in the language areas of the brain. In the third type, children have combined challenges with both the processing of visual and auditory input into the language areas of the brain.
And this is critical: different kinds of dyslexia respond best to different interventions. One dyslexia intervention does not meet the needs of all kids. Your school may own and use one intervention. If it’s not the right one for your child’s specific dyslexia profile then it’s not going to help.
Some possible early, early signs of dyslexia are:
Some possible early, early signs of dyslexia are:
1. A language or speech delay.
2. Difficulty with rhyming or noticing rhymes.
3. Behavioral avoidance of reading or listening to the reading of stories.
4. Trouble with rapid naming. This is when a child may know and be able to name what a bat or ball or circle is. However, when shown the object suddenly and out of context, they are not able to retrieve the word quickly.
5. Avoidance of activities that require a crayon or pencil.
6. Even socially well adapted kids with dyslexia may develop severe emotional distress and avoidance around school.
Many of these clues can show up as early as age three. However, it can be very hard to get school systems to recognize dyslexia in a child that is younger than the typical reading age. This is unfortunate as early speech and occupational therapy can significantly help kids with dyslexia.
Most school systems are charged with the task of identifying and addressing learning disabilities. How well they address this task is highly variable. Nevertheless, you can ask your school system to do a psychoeducational assessment of your child as young as age three.
If your child does show signs of dyslexia, then in all likelihood, you will need to become a strong advocate for their needs regardless of their age.
Our educational system was aware of dyslexia when I was a little kid. I remember being screened for it in elementary school along with hearing and vision screening. So, way, way back in ancient times, like the 1970s, we knew that some kids struggle with dyslexia. In fact 1 in 5 kids has dyslexia. That’s one fifth of the school population!
And yet…and yet! The California school systems have done such a poor job of responding to the needs of dyslexic kids that in 2017…2017!, they had to pass a law specifically saying that schools must identify and accommodate the needs of dyslexic children.
And still, still in 2023 many parents will give up on public schools, and instead seek out and fund their own intervention. Obviously, this is a privilege of the wealthy that leaves many low income dyslexic students behind. Perhaps this is part of why people with dyslexia make up 40% of the world’s self-made millionaires and 48% of our prisoners.
Which brings us to what some have called the dyslexic advantage. In their paradigm shifting book, The Dyslexic Advantage, Fernette Eide MD and Brock Eide MD, MA present the long unrecognized strengths of dyslexic thinkers.
They present evidence that people whose minds are wired for dyslexia are often gifted with enhanced abilities in Material reasoning (architecture and engineering), Interconnected reasoning (science and design), Narrative reasoning (writing and law), and Dynamic reasoning (economy and entrepreneurship). So, dyslexic kids often have enriched reasoning of MIND.
Which leads us to the question: are we dealing with learning disabilities in kids or teaching disabilities in adults?
Next week: Dyscalculia and Dysgraphia
Kathleen Cawley is a physician assistant and author. She is a regular guest columnist for the Auburn Journal and Folsom Telegraph where she writes on parenting and childhood. Her book, Navigating the Shock of Parenthood: Warty Truths and Modern Practicalities — from a mom with twins, is available where books are sold. Coming soon, Grandma Becky’s Blue Tongue, a children’s picture book.
