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Dyslexia

I don't think so. I think it's the result of this desire to have a medical condition to explain everything. As far as I can tell the adjective "dyslexic" seems to be being applied to everyone who struggles to read and write and even some of those who have poor spelling/grammar.

The other factor is that there is far less emphasis on traditional reading and writing skills in schools and young people increasingly grow up communicating by text message and l33t speak. I manage a team of mainly young blokes, some of whom are educated to degree level - but they can't spell or construct a sentence if their life depended on it.
 
Quake42 said:
... I manage a team of mainly young blokes, some of whom are educated to degree level - but they can't spell or construct a sentence if their life depended on it.
Do any of them claim to be dyslexic?
 
Could well be a mix of factors.

LONDON (Reuters) - Watching hours of television is linked to a string of children's ailments including autism, obesity and diabetes, according to a report.

It is not just watching TV that can be damaging, but also DVDs and computers, said Dr Aric Sigman said in the science journal "Biologist".

He is calling for parents to be made more aware of the dangers of spending excessive hours in front of a screen and is calling for a ban for the very young and "judicious" watching for older children.

The average number of hours children spend watching TVs and computers has increased 40 percent during the past decade to an average of 53 a week, Sigman said.

Source

While the report doesn't mention dyslexia a number of other "on the rise" disorders are mentioned and correllated to TV (or equivalent) viewing. Its difficult to judge the validity of the report, it could well be that its easier to blame TV rather than target other social or environmental factors.

One possibility (horrible that it is) is that it is easier to blame problems on dyslexia rather than highlight poor teaching or that fact that someone is just not going to to be good at grammar or spelling.
 
One possibility (horrible that it is) is that it is easier to blame problems on dyslexia rather than highlight poor teaching or that fact that someone is just not going to to be good at grammar or spelling.

That's my own view. I'm not denying that the condition exists, but I think labelling a significant minority of the population "dyslexic" because their literacy is below average is well wide of the mark.
 
Quake42 said:
I think it's the result of this desire to have a medical condition to explain everything.

Agreed. There are mental health professionals who won't be happy until there's a "disorder" label for EVERY human being, and preferrably more than one label.

I remember a 1960s social theorist who was quoted in the press as stating that "95 percent of all American families are dysfunctional."

I also remember thinking that here was a social theorist who was 95 percent dysfunctional.

The other factor is that there is far less emphasis on traditional reading and writing skills in schools.....

Exactly. Thus you have American high school and even college students who believe that Switzerland is a Scandinavian country, that Hawaii is a Caribbean nation, that Einstein invented the electric light and that George Washington was President during the Civil War.
 
OldTimeRadio said:
Quake42 said:
I
The other factor is that there is far less emphasis on traditional reading and writing skills in schools.....

Exactly. Thus you have American high school and even college students who believe that Switzerland is a Scandinavian country, that Hawaii is a Caribbean nation, that Einstein invented the electric light and that George Washington was President during the Civil War.

I met some second year business students and they couldnt do a crossword. I'm not speaking of a cryptic one, just definition. Maybe we are sounding like old fogeys but the educational system is going to the dogs.

But as I flick through Expanded Universe by Robert Heinlein, I note he was ranting about the same things in 1980. Bonehead English for College Students!
 
New York Hosts Major Conference On Dyslexia
Main Category: Dyslexia News
Article Date: 03 Mar 2007 - 0:00 PST

The New York Branch of The International Dyslexia Association will be holding its 34th Annual conference on Dyslexia & Related Learning Disabilities titled Closing The Gap Between Research and Practice on Monday, March 12 & Tuesday, March 13, 2007 at the Marriott Marquis, New York, New York.

The two day conference offers 107 sessions and 60 exhibitors. This is the premier event in the New York region in the field of learning disabilities! Listen to noted experts, covering topics such as current research on memory, assistive technologies and evidence-based teaching approaches for students of all ages. Visit our exhibit hall and learn about teaching resources, assistive technologies, schools with programs for students with learning disabilities, and other related services and materials. Share information with co-workers, colleagues, parents, professionals and others.

Monday's Keynoter: Anita Archer, Ph.D., author of Skills for School Success, Advanced Skills for School Success, and REWARDS, and REWARDS PLUS with Dr. Mary Gleason. Dr. Archer also co-authored Phonics for Reading. Tuesday's Keynoter: Todd R. Risley, Ph.D., Professor Emeritus of Psychology, University of Alaska, author of Meaningful Differences in the Everyday Experience of Young American Children, with Betty Hart.

Additional presenters included noted dyslexia expert, Sally Shaywitz, M.D., professor of pediatrics and child study at the Yale University School of Medicine, where she co-directs the Yale Center for the Study of Learning and Attention. Dr. Shaywitz is the author of "Overcoming Dyslexia".

On Tuesday, March 13 there will be an Awards Luncheon recognizing the outstanding commitment and talent of those who have either lived with dyslexia or who have worked so diligently to insure that all children and adults receive the assistance they need to succeed. Receiving awards are Jay Johnson, on Broadway in "The Two and Only" and a person with dyslexia (2007 Priscilla L. Vail Award); Carmen Farina, former Deputy Chancellor for Teaching and Learning, New York City Department of Education (2007 New York Branch Award); Donna S. Goldberg, author of "The Organized Student", (2007 Margot Marek Annual Book Award).

The New York Branch of The International Dyslexia Association (IDA) is a non-profit organization that provides services and information to professional and families to help children who are struggling with dyslexia succeed.

New York Branch of The International Dyslexia Association
http://www.nybida.org

http://www.medicalnewstoday.com/medical ... wsid=64393
 
Quake42 said:
I think it's the result of this desire to have a medical condition to explain everything.

More the bald fact that resources follow medical diagnosis to an extent which leaves simple toilers in the education field open-mouthed.

If I say a kid needs extra help, there is sympathetic nodding but not much else. In order to get that help, pupil should have parents who press strongly for a statement of Special Needs. Involvement of several expensive medical professionals required at this point before child is issued with Special Needs Statement. Those needs are to be addressed by whom?

Increasingly by poorly-paid and often badly-trained Classroom Assistants. Some are actually quite brilliant. Many, sadly, are not. Their best qualities are often the basic human ones which have been so lacking in the home environment: encouragement, praise and patience.

Children may or may not respond to all this extra attention. When they do, it is marked down as a triumph of the medical approach.

When they don't, it is back for another round of profitable assessments.

The care taken over children in the education system is a mask of concern. Talk to anyone who follows the fate of their most vulnerable pupils and you find a horribly bleak prognosis. It is simply politically inconvenient to be seen to be trashing people at too early a stage.

Inclusion is the same as Care in the Community, a cheap option with the beard of political correctness. :(
 
This is the premier event in the New York region in the field of learning disabilities!

Note the EXCLAIMATION MARK....

What are the parents doing while this is happening? saying its a job for a specialist and so isnt their business?

or trying to help their kid themselves?

(yes, I know, a lot of parents dont have the time for such nonsense)
 
'Math Dyslexia' Unravelled
25 Sep 2008

Although school has been back for less than a month, it is likely that many children are already experiencing frustration and confusion in math class. Research at The University of Western Ontario in London, Canada could change the way we view math difficulties and how we assist children who face those problems.

Daniel Ansari is an assistant professor and Canada Research Chair in Developmental Cognitive Neuroscience in the Department of Psychology at Western. He is using brain imaging to understand how children develop math skills, and what kind of brain development is associated with those skills.

Research shows that many children who experience mathematical difficulties have developmental dyscalculia - a syndrome that is similar to dyslexia, a learning disability that affects a child's ability to read. Children with dyscalculia often have difficulty understanding numerical quantity. For example, they find it difficult to connect abstract symbols, such as a number, to the numerical magnitude it represents. They can't see the connection, for instance, between five fingers and the number '5'. This is similar to children with dyslexia who have difficulty connecting sounds with letters. In a recent study Ansari and graduate student Ian Holloway showed that children who are better at connecting numerical symbols and magnitudes are also those who have higher math scores. A report of this research is forthcoming in the Journal of Experimental Child Psychology.

Ansari says parents and teachers are often not aware that developmental dyscalculia is just as common as developmental dyslexia and is frequently related to dyslexia. There is a great need to increase public awareness of developmental dyscalculia.

"Research shows that many children have both dyslexia and dyscalculia. We are now exploring further the question of exactly what brain differences exist between those who have just math problems and those who have both math and reading difficulties," says Ansari.

Using functional Magnetic Resonance Imaging (fMRI) to study the brains of children with math difficulties, Ansari says that it becomes clear that children with developmental dyscalculia show atypical activation patterns in a part of the brain called the parietal cortex.

This research holds tremendous promise for people who, in the past, had simply accepted that they are 'not good at math.' Understanding the causes and brain correlates of dyscalculia may help to design remediation tools to improve the lives of children and adults with the syndrome.

"We have some cultural biases in North America around math skills," says Ansari. "We think that people who are good at math must be exceptionally intelligent, and even more dismaying and damaging, we have an attitude that being bad at math is socially acceptable. People who would never dream of telling others they are unable to read, will proclaim publicly they flunked math."

Ansari says that math skills are hugely important to life success and children who suffer math difficulties may avoid careers that, with help, might be a great fit for them.

Ansari is the recipient of an Early Researcher Award grant from the Ontario government and a CIHR grant. Ansari recently reviewed existing research in this field for the April edition of the journal Nature Reviews Neuroscience, and he hopes that news of this important research will also reach parents, teachers and individuals.

An article by Ansari entitled "The Brain Goes to School: Strengthening the Education-Neuroscience Connection," will be published in the upcoming Education Canada, the magazine of the Canadian Education Association. In the article Ansari says technological advances such as fMRI have provided unprecedented insights into the working of the human brain.

"A teacher who understands brain structure and function will be better equipped to interpret children's behaviours, their strengths and weaknesses, from a scientific point of view, and this will in turn influence how they teach," says Ansari.

----------------------------
Article adapted by Medical News Today from original press release.
----------------------------

Source: Jeff Renaud
University of Western Ontario http://www.uwo.ca/

--------------------------------------------------------------------------------

Article URL: http://www.medicalnewstoday.com/articles/123030.php
 
I posit (can you tell I've been watching Fringe?) that dyslexia exists but is overdiagnosed.
I seriously think that it exists, only because I have seen the results of a 'cure' of sorts. My brother had been able but unwilling to read since he was very young. Which was shocking to myself and the rest of the family as combined we have probably the largest personal library in the area.
He said that reading made his eyes hurt and that when he tried it all he saw were 'rivers running down the page'. When he was diagnosed dyslexic he was given a pair of orange glasses. They didn't magnify or anything, they were just orange, and he was able to read fine from then on. He read avidly for months and months, until he lost his glasses. Once he saw the rivers again and started getting the headaches he stopped reading again.
Now he just works all the time so he doesn't get a chance to read.
 
Gene Hunt In Dyslexia
Article Date: 11 Oct 2008 - 0:00 PDT

Letters are warped, syllables left out about four percent of the German population are dyslexics. Scientists seek to spot responsible genes and try to develop a genetic screening test to support affected children at an earlier age.

Scool? Skuul? Or perhaps shcool? The beginning is a delicate time especially in reading and writing. Twisted letters or other beginner´s mistakes disappear quite fast as learning progresses. Nevertheless about four percent of German schoolchildren struggle very hard with written words. What is the cause for such a reading and writing disorder called dyslexia? "Dyslexia is not a matter of low intelligence. It is mainly caused genetically, as twin-studies have shown," explains Arndt Wilcke, scientist at the Fraunhofer Institute for Cell Therapy and Immunology (IZI) in Leipzig. Relief could be rendered by a special support for affected children: the German free state of Saxony, for example, maintains classes for dyslexics, beginning with third grade of elementary education. Usually, the disorder is not noticed before the children learn to read and to write at the age of six to eight, but the largest part of speech development is already completed by this time. An accepted thesis is: the earlier a disposition to dyslexia is detected, the better are chances of success for remedial therapy. Supported at kindergarten age, most predisposed children learn reading and writing quite successfully.

Scientists at the IZI now try to improve the early discovery of dyslexia. "We are trying to find out which genes cause the disease. A predisposition to dyslexia could be detected by a genetic test to support affected children appropriately at a very early age," says Wilcke. The hypothesis of the IZI scientists is: during brain development at the embryonic stage nerve cells are migrating to their designated positions routed by specific genes. If these are defective the nerve cells do not go far enough or to the wrong places. This could be a cause for dyslexia. Evidence for responsible "dyslexia genes" is already existing. The first steps towards a genetic test have been taken, but more time will be needed to reach this aim five years would be a realistic guess for Wilcke.

Fraunhofer-Gesellschaft
http://www.medicalnewstoday.com/articles/125153.php
 
11 comments at link so far.

Dyslexia ‘a cruel fiction leading to crime’ says MP
http://www.timesonline.co.uk/tol/news/u ... 513297.ece
Kaya Burgess

A Labour MP has provoked anger among literacy campaigners by calling dyslexia a “cruel fiction” that can often lead to criminal behaviour.

Graham Stringer, the Labour MP for Manchester Blackley, wrote in his column for Manchester Confidential magazine: “Dyslexia is a cruel fiction, it is no more real than the 19th-century scientific construction of ‘the aether’ to explain how light travels through a vacuum.”

Mr Stringer, 58, also argued that there is a causal link between illiteracy and criminal activity.

He wrote: “Children who cannot read or write find secondary school a humiliating and frustrating experience. Their rational response, with dire consequences, is to play truant. Drugs, burglaries, robberies and worse then often follow.”

Kate Griggs, founder of the Xtraordinary People dyslexia charity, said that such comments would increase the struggle that dyslexic children have in coping with their learning difficulty.

She said: “It amazes me that people can make comments like that when there is so much evidence about dyslexia. It causes great upset and distress. I think comments like this are so unhelpful for the millions of dyslexic children and their parents who are struggling in schools.”

Ms Griggs conceded, however, that there was a link between dyslexia and young offenders, but said that the focus needed to be on identifying and supporting dyslexic young people, rather than denying that dyslexia was a problem.

She said: “There is so much scientific evidence both from MRI brain imaging and scanning and genetic evidence across the board that quite conclusively says dyslexia does exist. It’s a different wring of the brain in children who are dyslexic. They need to be identified and supported.”

Mr Stringer’s perceived insensitivity has come as a surprise after his lobbying in the Commons to institute an “early intervention” programme in schools to help children with autism and prevent them falling behind.

In the same column, Mr Stringer argued: “The reason that so many children fail to read and write is because the wrong teaching methods are used.” He accused Ed Balls, the Education Minister, of wasting nearly £80million in disability benefits given to dyslexic children, when government policy should target an overhaul of the way that children are taught to read.

Mr Stringer pointed to the synthetic phonics method of teaching, whereby children were taught to associate letters with their phonetic pronunciation (reading “ee” for “y”, for example).

He said: “It is time that the dyslexia industry was killed off and we recognised that there are well known methods for teaching everybody to read and write.”

Ms Griggs agreed that synthetic phonics was an effective way of teaching children to read, but argued that problems associated with dyslexia went far beyond reading.

She said: “One of the big confusions is that dyslexia is all about reading. Some 60 per cent of dyslexic children struggle with maths, yet 20 per cent are mathematically gifted.”

Mr Stringer, who was the first MP openly to call for Gordon Brown’s resignation as Prime Minister, pointed to countries, such as South Korea and Nicaragua, that do not recognise dyslexia and where near 100 per cent literacy rates had been achieved.

He said: “I am not, for one minute, implying that all functionally illiterate people take illegal drugs and engage in criminal activities, but the huge correlation between illiteracy and criminal activity is striking.”
 
Mr Stringer, who was the first MP openly to call for Gordon Brown’s resignation as Prime Minister, pointed to countries, such as South Korea and Nicaragua, that do not recognise dyslexia and where near 100 per cent literacy rates had been achieved.

I suspect that many people find the "code" of written English more difficult to crack than other languages, especially in view of our often idiosyncratic spelling and sentence construction. This may go some way to explaining why a higher proportion of the population struggles with literacy.

That said, Stringer is right when he talks about a dyslexia (and other "learning difficulties") industry and the problems it causes. I know of parents who have fought tirelessly to have their children declared "special needs" in order to access the extra tutoring, help with exams etc that goes along with it. In many such cases there seems to be nothing wrong with the child except that s/he is not terribly academic.

In the workplace, I have come across adults with poor spelling who claim to be dyslexic whenever writen work is challenged or corrected, but as far as I can see those individuals are, quite simply, bad at spelling.

As I think I said earlier in the thread, I don't doubt that true dyslexia exists, but the term has become meaningless by being applied to individuals who do not suffer from a rare brain disorder, but are just below average in reading and writing. Stringer is right that those people should be being encouraged to improve their literacy, rather than being told that they have an incurable condition.
 
Dyslexia Varies Across Language Barriers
http://www.medicalnewstoday.com/articles/167147.php
Article Date: 13 Oct 2009 - 3:00 PDT

Chinese-speaking children with dyslexia have a disorder that is distinctly different, and perhaps more complicated and severe, than that of English speakers. Those differences can be seen in the brain and in the performance of Chinese children on visual and oral language tasks, reveals a report published online on October 12th in Current Biology, a Cell Press publication.

English dyslexia consists of a "phonological disorder," meaning that people with the condition have trouble detecting or manipulating the sound structure of oral language, which in turn leads to problems in mapping speech sounds onto letters, explained Wai Ting Siok of the University of Hong Kong. In contrast, the new findings show that developmental dyslexia in Chinese is really two disorders: a visuospatial deficit and a phonological disorder combined.

Siok and her colleague Li Hai Tan say the difference can be traced to the characteristics of the two languages. "In English, the alphabetic letters that form visual words are pronounceable, so access to the pronunciation of English words is made possible by using letter-to-sound conversion rules," Siok said. "Written Chinese maps graphic forms - i.e., characters - onto meanings; Chinese characters possess a number of intricate strokes packed into a square configuration, and their pronunciations must be memorized by rote. This characteristic suggests that a fine-grained visuospatial analysis must be performed by the visual system in order to activate the characters' phonological and semantic information. Consequently, disordered phonological processing may commonly coexist with abnormal visuospatial processing in Chinese dyslexia."

The researchers asked normal and dyslexic Chinese readers to judge the physical size of visual stimuli and found that normal readers performed significantly better than dyslexic readers. Brain scans showed that, compared with normal readers, dyslexics exhibited weaker activation in a portion of the brain known to mediate visuospatial processing. Crucially, Siok said, most Chinese dyslexics with the visuospatial problem also exhibited a phonological processing disorder, as demonstrated by their poor performance in a phonology-related rhyme judgment task, suggesting the coexistence of two disorders.

"Our study for the first time demonstrates the coexistence of visuospatial and phonological disorders in dyslexics," which presents a challenge to current theories to explain developmental dyslexia, Tan said. "Our results strongly indicate the need for a unifying theory of sufficient scope to accommodate the full complexity of the observed dysfunctions and interactions of the brain systems underlying reading impairments."

The researchers include Wai Ting Siok, The University of Hong Kong, Hong Kong, China; John A. Spinks, The University of Hong Kong, Hong Kong, China; Zhen Jin, Beijing Hospital, Beijing, China; and Li Hai Tan, The University of Hong Kong, Hong Kong, China.

Source:
Cathleen Genova
Cell Press
 
If there is no universally recognised definition of dyslexia then its just a catch all term to define people who have problems with letters, words or numbers.

Personally I have a terrible time remembering sequences of numbers. I have to look, try to recall, look again, write down and then look again just to make sure before I use the simplest sequence...I'm a scientist for a living!
All this rechecking must have been mistaken for being thorough at some point I guess :lol:

Am I dyslexic? I wouldn't say so. Do I have a problem with numbers, yes.

So I just concentrate and check a lot.
 
Could it be that more pupils have problems with Welsh because they are less familiar with it and resent having it imposed on them? Thats certainly the case in Ireland. The Irish language fanatics have destroyed the language.

Welsh language dyslexic help call
http://news.bbc.co.uk/2/hi/uk_news/wale ... 328544.stm

Dyslexia can cause a range of reading and learning problems
The level of support for dyslexic children in the Welsh language has come under fire from assembly members.

The enterprise and learning committee says there is a lack of consistency in screening of children in both English and Welsh medium education.

It says the problem is worse in the Welsh medium with some schools needing more support.

The Welsh Assembly Government welcomed the report and said it was committed to more research "in this important area".

The committee's report is a follow-up to its investigation into the provision of support for children with dyslexia in July 2008.

Recommendations in the latest report include:

The provision of a specialist dyslexia teacher for every cluster of primary schools.
Establishing courses to train teachers to develop expertise in dyslexia, not just additional learning needs.
The training courses in dyslexia should be made available for all staff working with children in the classroom.
All local authorities in Wales should provide a Welsh-medium service for screening and supporting children with dyslexia, including funding for the provision of standard norms for testing
The assembly government should fund the Welsh Dyslexia Project to run a free helpline for users in Wales, in both the Welsh and English languages.
'Early identification'

Dyslexia is commonly understood to be a term covering a range of types of learning difficulty where someone of normal intelligence has persistent and significant problems with reading, writing, spelling.

CASE STUDY
Gloria Jones, from Swansea, a teacher for 20 years. Ms Jones took a year's course in dyslexia teaching two years ago and teaches at Ysgol Gymraeg Lonlas, near Llansamlet.
"Dyslexic children think differently in the way they read. Their brain processes information differently. What they are seeing is the letter reversed. Some actually see the letters jumping off the page.

"Because they are not doing so well, they lose their self esteem. It's a downward spiral. You have to get their confidence up again.

"Perhaps it's easier in Welsh because it's phonetic but they still have these problems because they see the letters reversed. Every class has got some dyslexic children. Some are badly dyslexic.

"The course was very beneficial. We had lots of lecturers showing the different games we could do and why it was good for the children."

Education minister Jane Hutt said she had recently agreed to provide £2m over three years to set up pilot schemes to reform the current system and establish additional learning needs co-ordinators.

Gareth Jones, AM, the chair of the committee said the assembly government should focus on early identification of people with dyslexia.

"While we are encouraged with the action taken by the minister since we published our report on support for people with dyslexia in July 2008, the committee believes the Welsh government should focus on ensuring that early identification of, and support for, people with dyslexia is available in both the English and Welsh languages," he said.

The assembly government said: "It is crucial that children and young people have access to tests which are language specific, standardised and age appropriate.

"To fully achieve the committee's recommendations and meet the needs of children and young people with dyslexia we have commissioned research, particularly in relation to available, valid and reliable screening and assessment, procedures for accurate identification and effective intervention programmes.

"As part of this work additional topics have been added to include a review of the cross-linguistic literature on dyslexia and existing work on dyslexia among speakers/readers of Welsh."
 
Wales has an academic dyslexia industry so the wish to entrench and fund its acolytes in schools may find some sympathetic ears in the Assembly. The tone of medicalization and scientific-sounding research may also play well to that army of anxious parents who would far rather lobby for their differently-gifted offspring to be Statemented than actually sit with them and teach them their letters. :(
 
Music Therapy Fails Dyslexic Readers
http://www.medicalnewstoday.com/articles/184889.php
09 Apr 2010

There is no link between a lack of musical ability and dyslexia. Moreover, attempts to treat dyslexia with music therapy are unwarranted, according to scientists in Belgium writing in the current issue of the International of Journal of Arts and Technology.

Cognitive neuroscientist José Morais of the Free University of Brussels and colleagues point out that research into dyslexia has pointed to a problem with how the brain processes sounds and how dyslexic readers manipulate the sounds from which words are composed, the phonemes, consciously and intentionally. It was a relatively short step between the notion that dyslexia is an issue of phonological processing and how this might also be associated with poor musical skills amusia - that has led to approaches to treating the condition using therapy to improve a dyslexic reader's musical skills.

Morais and colleagues demonstrate that theoretically this is an invalid argument and also present experimental evidence to show that there is no justification either for the link or for using music therapy to treat dyslexia.

Language and music are apparently uniquely human traits and many researchers have tried to find direct links between the two. A whole industry of music therapy hinges on this purported association with claims that language remediation is possible through the application of learning in music. Given the social importance of literacy, a role for music in helping poor or dyslexic readers to overcome their difficulties has been at the forefront of therapy for many years. Morais' team points out that the notion is based on studies that are generally flawed in two respects.

The first problem with studies that attempt to link a lack of musical ability with reading difficulties is that the quality of published empirical studies is quite variable and many reviews of the field fail to discard papers containing insufficient information, either on materials and methods, or on the experimental results. The second flaw is that many studies imply an explicit causality between amusia and dyslexia on the basis of results that are themselves merely statistical correlations. Such an approach to science leads to a circular argument in which some researchers argue that music discrimination predicts phonological skills, which in turn predicts reading ability and that reading ability implies phonological skills and so on.

More recent studies have broken the link between hearing and reading by showing that deaf children, who often learn to perceive speech accurately using lip reading and visual clues can have literacy levels just as high as hearing children. Of course, most of those children do not develop good musical ability with respect to musical pitch. Conversely, people who are unable even to hum a familiar tune show normal literacy levels.

Music and speech do overlap, but musical sounds and phonemes are not the same, the researchers explain. Musical tones are simply sounds, however, they are produced and can be heard without recourse to complex auditory analysis. Phonemes, in contrast, whether spoken or read, are abstractions of the units into which language might be broken down. They are purely symbolic and require significantly more interpretation to understand than simply hearing a sound.

"The conscious representations of phonemes play a crucial role in the learning of literacy abilities in the alphabetic writing system. Children do not become spontaneously aware of phonemes. Nor do they become aware of phonemes by learning music," the researchers say. The team has now studied the differing abilities of children, both with and without dyslexia, on understanding and interpretation of phonemes and syllables and musical notes and the intervals between them in a melody. They saw no significant differences between dyslexic readers and age-matched normal readers in the melodic tests.

Literacy is crucially dependent on phonological skills, but alphabetic literacy is strongly constrained by the development of phoneme awareness and abilities, and phonemes have no correspondence in music, the team explains. Thus, although music, through its emotional characteristics, might be a great motivational support for speech-based therapy, this limits, to a large extent, the possibilities of using music training to re-educate dyslexic readers.

Source: Inderscience
 
Quake42 said:
Mr Stringer, who was the first MP openly to call for Gordon Brown’s resignation as Prime Minister, pointed to countries, such as South Korea and Nicaragua, that do not recognise dyslexia and where near 100 per cent literacy rates had been achieved.

You can learn to read and write Korean characters with a fair degree of accuracy in an afternoon. The language, although awfully different from English, is far more consistent in pronunciation and exceedingly intuitive. I've never met anyone in Korea who can't read and write Hangul with a good degree of precision.

Interestingly, although many Koreans find learning English hard owing to a differing phonemic set, none (and I've taught hundreds) at intermediate levels of English, or higher, seems to display any of the linguistic-based symptoms that differ from standard language-learning errors (I've only consulted wikipedia, perhaps I could find better). Would it be possible, I wonder, to be 'dyslexic' in one language but not another?

I'm not convinced absolutely that dyslexia exists; we may just have a hard language to learn and a troubling will to medicalize standard life-difficulties.

Edit: Sorry, as Quake said.
 
There's weird strange and there's 'different' strange...

‘My secret shame’: The £400m British mogul who is unable to READ and gets his PA to handle e-mails for him
By Daily Mail Reporter
Last updated at 12:01 AM on 4th June 2011

As the head of a £400million property empire, you would expect Andreas Panayiotou to be adept at reading up on business propositions and wading through lengthy legal contracts.
But remarkably, the London tycoon, who is ranked 200th on the Rich List, has achieved his success having never learned to read.

The son of Greek-Cypriot immigrants, Mr Panayiotou was raised in London's East End and at school proved to be a useful boxer.
But when he looks back on his school days, it is not the fear of stepping into the ring that the 45-year-old recalls. Instead, it is his 'secret shame' - the terror he would feel when asked to read aloud in class.
'I can remember it with absolute clarity,' Mr Panayiotou told the London Evening Standard.
'The teacher is going round the room asking different kids to read. I am praying he won't call me. He calls one kid. Then another. I am getting hot and anxious. Sod's law, third kid, he turns to me.
'That moment has stayed with me because it was the day I realised I had a problem.'

Mr Panayiotou learned to memorise words but never did learn to read in the conventional sense, leaving school at 14 without a single O-level.
Despite his lack of qualifications, he went on to achieve stunning business success. As a young man working for his father, he bought a small property in Islington, converted it into flats, and started what would become one of the biggest buy-to-let empires in Britain. In 2007 he sold thousands of flats, focusing instead on building a portfolio of hotels.
His firm, The Ability Group, now has seven. His latest development, the £70million Waldorf-Astoria, has just opened at Syon Park. He is about to put 'Britain's most expensive house' on the market - a redeveloped property in The Bishop's Avenue in Hampstead, which he hopes to sell for £100million.

Mr Panayiotou lives on a 20-acre estate in Epping Forest and owns £40million Gulfstream G450 jet, a £12million Mangusta 130 yacht, and two Cessna Citation jets.
And he believes none of this would have been achieved had he not been handicapped by dyslexia.
'Everything - my massive drive to prove myself as a "somebody", my rigid discipline, my pride in what I've achieved - stems from the feelings of shame and inadequacy I experienced of being "perpetually behind" all the other kids and unable to read,' he said.
'The flip side of dyslexia is that you develop other gifts. I've trained my mind to have a photographic memory. I have a phenomenal memory.

'It also makes you more creative in solving problems because your mind is always in a fight to comprehend the world around you. It's always fighting, fighting, fighting. That makes you stronger because you learn to handle problems as part of life.
'It also makes you super-focused. I can tell you where every suit in my wardrobe is, every car in my garage, I can remember the profit figure on a hotel I was told about three months ago. You learn to simplify things, to get to the bottom line which is good for business and decision-making.'

Despite his success, Mr Panayiotou, who was speaking out to highlight the Standard's literacy campaign, believes being unable to read today is far more devastating than when he was growing up in the Seventies.
'Although I have been successful beyond my dreams, jobs are a lot more sophisticated than they were 30 years ago,' he said.
'I would hate for any child to have to go through what I did.
'I am amazed to see the problem in our schools is still so bad. Being able to read is as fundamental as eating. You can't get by without knowing how to read.'

Read more: http://www.dailymail.co.uk/news/article ... z1OIS5J5g3
 
But not being able to read isnt remarkable if you have Dyslexia, is it?
 
Kondoru said:
But not being able to read isnt remarkable if you have Dyslexia, is it?
No, but becoming a millionaire in spite of it, is.
 
Dyslexia makes voices hard to discern, study finds
By Jennifer Carpenter Science reporter, BBC News
http://www.bbc.co.uk/news/science-environment-14316028

Speaker on the phone (Credit: THINKSTOCK)

Human listeners are more accurate at identifying voices when they understand the language
y
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People with dyslexia struggle to recognise familiar voices, scientists suggest.

The finding is the first tentative evidence that small sounds in the human voice that vary between people are difficult for dyslexics to hear.

Writing in the journal Science, the scientists say that many people could have some degree of "voice blindness".

And by studying it, scientists hope to better understand how the human brain has evolved to recognise speech.

Humans rely on small sounds called phonemes to tell one person from another.

As we first try to form the word dog, for example, phonemes are the "duh"-"og"-"guh" sounds that our parents prompt us to make.

But as we master the ability to read, we become less reliant on recognising these sounds to read, and eventually stop noticing them.

Despite ignoring them, however, phonemes remain important for voice recognition.

The tiny inflections in the way people pronounce phonemes gives a listener cues to tell one voice from another.

Because people who suffer from dyslexia are known to struggle with phonemes when reading, a US-based team of scientists wondered whether they might also struggle hearing them in people's voices.
Listen well

To investigate, the team grouped 30 people of similar age, education and IQ into two camps: those with and without a history of dyslexia.

The subjects then went through a training period to learn to associate 10 different voices - half speaking English and half speaking Chinese - with 10 computer-generated avatars.

The subjects were then later quizzed on how many of those voices they could match to the avatars.

Non-dyslexics outperformed people with a history of dyslexia by 40% when listening to English.

However, this advantage disappeared when the groups were listening to Chinese.
Continue reading the main story
Dyslexia in Scrabble letters

Listen to details of the test on Science in Action

Dorothy Bishop from the University of Oxford thinks that this is because "when [they] are listening to Chinese, it is a level playing field, because no one has learned to hear [Chinese] phonemes".

The researchers think that dyslexics don't have as comprehensive a phoneme sound library in their heads, and so they struggle when they hear phonemes spoken by unfamiliar voices because their "reference copy" isn't as well-defined.

"It is a very interests result... the only thing that I would really like to see to convince me... is if they were to repeat the experiment using Jabberwocky."

Using Jabberwocky, the nonsense poem by Lewis Carroll, would allow the researchers to determine whether the listeners identify who's who from the meaning of what they are saying, or whether listeners are purely relying on the phonemes.

Dr Bishop speculated that non-dyslexics may be worse at extracting the meaning of the words, meaning they under perform in this task.

Understanding the mechanics of voice recognition is important, said the study's lead author Tyler Perrachione from the Massachusetts Institute of Technology in Cambridge, US, because it allows a listener to pinpoint a familiar voice above the hubbub of a crowded room.

Mr Perrachione explained that very little is known about voice blindness, which is formally called phonagnosia.

"In reality, phonagnosia is probably much more common," he explained, "but people who don't recognize that voices sound different may not even realize they lack the ability to tell voices apart."
 
'Klingon' helps Milton Keynes man deal with dyslexia
http://www.bbc.co.uk/news/uk-england-be ... s-15122597

Klingon was described by Mr Brown as a "very straightforward" language

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The world's first Klingon opera

A Milton Keynes man has revealed how translating "Klingon" has helped him deal with dyslexia.

Jonathan Brown, 50, of Furzton spent 12 years learning the fictional language of the alien race from Star Trek films.

Then, after being appointed as the lead "linguist" on a CD for others wanting to learn it, he found a different way of dealing with words.

He said: "It helped me identify my problem and found a way of working with my dyslexia."

Their language was invented by Marc Okrand, for use in some of the films.

But rather than just inventing a few words to make them sound alien, he devised a complete language, with its own vocabulary, grammar, and usage.

Mr Brown, who is married with two children, said that he always loved the original TV series and first became interested in the language after discovering there was a Klingon dictionary.

"I had to buy it just to see what was going on. Then reading it and learning it, it was just so much fun.

"There are no niceties in Klingon, I think that's why a lot of people like it, it's very straightforward."

Translated scripts
A member of the Klingon Language Institute, he translated all the scripts for the CD and was then involved in the recordings.

He explained how he has always had difficulty with reading and also has what he describes as "name blindness" but while doing this work he realised that he could use a different part of his brain.

"Dyslexia is not something you get over, you live with it. It's not necessarily a hindrance, you just learn different ways to pick things up.

"Working on the translation has helped me understand where I've been having problems all my life with languages, I realised I'd been trying to remember the words in the name part of my brain and because I can't remember names, I can't remember the words.

"With the Klingon language games used on the CD, I tended to put words into a different place and it went into my long term memory.

"I've still got a long way to go to speak it fluently, but there are many people who do."
 
I thought that was the gay crocodile.
 
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