A dyslexic student has almost always taken a hit to their confidence. We all use different memory and learning strategies and this helps the student devise more efficient learning and reading strategies.ĭon't forget confidence building strategies. Incorporating auditory, visual, and kinesthetic learning skills activate different parts of the brain and makes these different parts more available for learning. Multi-sensory activities are also highly beneficial. This has been studied and observed by many professionals (including us) and a large amount of evidence supports it. Building proprioception is the secret ingredient to building reading skills. In studies, dyslexic children have been shown to improve reading skills after doing bilateral coordination exercises more than a control group and even more than another group who practiced phonics. Even though these seem unrelated to reading their development is highly correlated to reading. Working on auditory skills are highly beneficial but it is important to do this in conjunction with other developmental methods.Īlso, work on proprioception and bilateral coordination exercises. When treating phonological dyslexia it is important to not treat it in isolation. These include problems with fine motor skills, short term memory, difficulty with balance and proprioception. It is very common that this type of dyslexia (and all types) often occur with other seemingly unrelated symptoms. So much of the problem may be the interplay between the visual micro-skills and the phonological. This is because they are working harder to decode each word.Īlthough this is mostly phonological remember that there is also visual processing involved with this. Readers with a phonological problem can often read but it is very slow and cumbersome. so because of the cognitive load it may make the phonological problem more pronounced. In reading, we must mentally convert the printed word into an internal auditory representation. this is because speech is more natural to learn and reading is more contrived and complex. Sometimes it will only be problematic in reading. They may have a difficulty in recognizing phonemes in general or may have trouble with specific phonemes. They may even have difficulty breaking up compound words such as dragonfly. Those with phonological dyslexia may have difficulty in breaking up words into their smaller components, phonemes. Without a doubt, phonological problems are common, they are just not the whole problem or the only problem, This is why working with a primarily phonics-based system will have limited results. This is also in large part because most dyslexic programs are mainly phonetic based and the earlier study would imply more effectiveness for phonetic based systems. Yet this information persists on the internet. They had made errors in their selection of student groups and erroneously skewed the data. A later study showed that the studies this idea were based upon were flawed. This idea is based on studies which found that most children who had dyslexic symptoms also had phonetic difficulties. In addition, most websites will claim this is the most common form of dyslexia. This variety makes the brain work in a different way. This is one of the reasons why a lot of variety is essential. This leads to these micro-skills of the mind working cohesively. A proper solution not only strengthens the week areas but also works the strong areas. All the parts work together in wondrous ways. The brain is not something we can approach like a machine. In this case, a parent may work entirely on the phonological aspect and wonder why no progress is made.Ģ) The solution is found in strengthening all of the learning micro-skills. Getting to focussed on the phonological diagnosis is counterproductive to finding a solution. Those forms may not stand out in an individual in which the phonological problems are more severe. This is a mistake for a couple of reasons.ġ) Phonological dyslexia is most often comorbid with other forms of dyslexia. Since this discovery, many people have come to define this as the only true dyslexia. Since words and letters themselves are abstractions this makes learning reading difficult and even more difficult when the meaning of the word is abstract. Abstract words, in general, give the most difficulty because dyslexics with this problem are primarily visual thinkers. This discovery found that at the root there was a problem processing the auditory components of words and a difficulty with some language. Just about 10 years ago it was discovered that many dyslexics problems stemmed from an auditory processing problem. But, because it was some of the first thoughts on the subject it stuck. While this is certainly a symptom, it is not a definition and is not always present. Many decades ago dyslexia was thought to be visual flipping of letters and words.
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