23 October 2015 Powerpoint presentation by Dr. Fukimo Hoeft of UCLA, Department of Psychiatry.
by Hans Dekkers
Scientific understanding of Dyslexia is continuously evolving. First discovered and formally identified in the late 1800's, its scientific focus was Opthalmology. The focus soon shifted to Psychology, where it stayed for most of the 1900's. In the 1980's however, the focus started to shift to Neuroscience, where it now solidly remains.
Within Neuroscience, the initial focus was on mapping out the deficiencies: What is it within the Dyslexic brain that causes the Learn-to-Read processes to struggle. This body of research identified deficiencies in Auditory Processing, Visual Processing, and TPO-Junction (where the former two are associated). The common core deficiencies shared by the majority of dyslexics is struggles in phonological decoding, trapping them in a state in which too few words make it permanently to their language area in the frontal lobe (Broca's Area), where our fluent reading processing takes place.
The Emerging View of Dyslexia thinks in terms of Strengths and Weaknesses, and looks at the neurological makeup of the brain from a more neutral point of view. It compares the gestation and development of the brain of dyslexics (or genetically disposed towards dyslexia) and non-dyslexics (or those lacking the genetic risk). This research has discovered that the Dyslexic brain actually comes with areas which are superior developed as compared to the non-dyslexic brain.
The big question remains why? but the how? and what? is increasingly answered.
Our Dynaread team members are required to hold themselves accountable for serving our clients in adherence with our core values...
Dynaread has been developed in the trenches of actual remediation, with our feet firmly planted on the ground. Scientific research is essential (and we consistently use it), but we also understand the realities at home and in school. Not all homes have two parents, not all Dad's or Mom's are always home, there is oftentimes no money, schools lack staff or funding. We listen, we observe, we discuss, and we build the best solutions we can for older (ages 7+) struggling readers.