Learning Disorders: What´s Dyslexia?

Dyslexia is a disorder with difficulty reading despite instruction, intelligence, and socio- cultural origin. Reading fluency, learning vocabulary, and reading are affected by dyslexia. Dyslexia usually happens because of family history of reading, spelling, or language problems (Eden & Moats, 2002). Approximately thirty percent of children with learning disabilities, including dyslexia, have differences in their brainstem which encodes speech sounds (Bellis & Billet, 2011). The beginnings of dyslexia go all the way back to the 1800s. The causes of it were quite puzzling and until this day, people are still studying what causes it, and its evolution.

The origins of dyslexia have been traced back to 1877 by a neurologist by the name Adolf Kussmaul.

They studied one hundred and sixty-three children in their first few years of school. Sentence structure, vocabulary, reading sentences, and speech production were used in this study. All children completed the same tasks. They each had to complete a few tasks per day. The study found that there were correlations between phonological processing and speech production with children that have at risk families. They also saw that the at-risk family group showed a lot of weakness in speech production and word structure. These children are more likely to have speech production problems than the children who had no risk of inheriting dyslexia (Carroll, Cunningham, & Mindy,

Research findings support that difficulties with word recognition, spelling and decoding abilities largely result from a problem in the phonological part of language. Treatment of Dyslexia has also been done through neuroscience. Dyslexia was regarded as a visual dysfunction before people understood what was going on. Studies on the brain show that difference in both the left and right brain hemispheres for people with dyslexia across all cultures. Similarly, genetic studies suggest the connection of many genes, specific areas of the genome have been shown to be involved in many reading-related processes, and links like this have been discovered across the world. The genetic nature of dyslexia is one of the biggest explanations for heterogeneity and it existing with people with attention disorders. Brain imaging studies are done on people with dyslexia. In the last 30 years, classroom and lab studies have seen the critical role phonological processing plays in successful reading development. Phonological awareness has been found to predict a lot of the reading skills at any age, including children. It can be tested by asking by asking a person to repeat a word after getting rid of one of its sounds. For example, cat without the, “K” sound. Advances in brain imaging technology have brought us a better understanding of the neuroanatomy for phonological processing of the brain in dyslexic