Dyslexia: A Neurodevelopmental Perspective

The Problem

Dyslexia denotes significant difficulty in language function. Usually it refers to reading problems such as decoding and comprehension, sometimes including problems in written language (e.g., spelling). Frustration, low self-esteem, and even social behavior disorders may result. Traditionally, once an individual is diagnosed dyslexic, remedial education and/or compensatory processes are recommended. While such efforts can elicit some gains, progress is usually slow because remediation focuses on the symptom rather than those brain subsystems necessary to support reading.

Research on Dyslexia

Many studies claim that one specific center (e.g., the phonological processing center) is the critical area because its metabolic rate during reading is slower in dyslexic individuals than normal readers. However, neuroscience teaches that no one area of the brain operates in a vacuum. To develop and function, each area requires multiple simultaneous stimulation from other areas. These studies merely indicate, then, that there is a problem in one or more of the areas that communicates with the identified center. Discounting the interactive nature of brain function leads to over-simplification of Dyslexia. Recent studies claim a genetic factor may cause predisposition to Dyslexia. Despite this, neural plasticity (the nervous systems’ adaptation to repeated sensory-motor stimulation) allows for brain repair across the lifespan.

The HANDLE Approach to Dyslexia

We rarely assess reading itself. (We accept reports that a problem exists.) We look for both strong and weak neurodevelopmental systems and their interconnections, in careful observational assessment,. We then design an individualized program incorporating appropriate physical activities, to strengthen weak systems through Gentle Enhancement, supported by proper nutrition. As newly developed neural pathways are used and nourished, they grow stronger. Thus systems that support reading, comprehension, spelling, and written expression all improve. 

HANDLE programs are holistic, developmentally sound and customized to individual need. We build support for weak systems from the foundational subsystems up. HANDLE develops functions so they become automatic, freeing mental energy for comprehension and creative thought.

Some Underlying Causes of Dyslexia

HANDLE views a variety of dysfunctions that actually explain the disorder. Some of these are:

• If eye movement is not smooth, eyes skip, words are skipped, the text makes little sense, and stress and frustration ensue.

• Many people with reading difficulties have poor binocular functions, that is, their eyes work poorly together, if at all. They may alternately suppress the vision of one eye and then the other, causing them to lose their focus or to jump around. 

• Light sensitivity can cause stress and optical illusions . Fluorescent lights (which flicker), white paper and white boards can create visual disturbances. 

• Individuals may compensate themselves for visual problems, but this requires extra mental energy that may detract from comprehension. Symptoms of visual problems include eye rubbing, squinting, red eyes, headaches, limited tolerance for reading, etc.

• If a reader has poor communication between the left and right hemispheres for the brain, meaning is lost, since the visual picture is not formed (right hemisphere) from the sequence of words (left hemisphere). This is also a frequent cause of inability to associate a letter with its name or the sound it produces. Interhemispheric integration is a factor in Central Auditory Processing, as well. 

• Some people have irregular auditory discrimination, causing distortion in the sounds they hear and their ability to retain a sequence of sounds.

• Individuals may have weak kinesthetic memory (muscle and joint memory) for word formation, and problems of laterality (identifying the right and left sides of their bodies and of letters).

• Most of these factors causal to Dyslexia are dependent on the inner ear (vestibular system) and interhemispheric integration—systems that respond well to HANDLE therapy programs.

Karen Werth reports of her 7-year-old dyslexic son who was notably extremely intelligent: (My son’s teachers and physicians) were stumped by his inability to progress…. He started to identify himself as stupid…. (After doing his exercises for seven weeks), not only had he begun to read, he was also tying his shoes. Now that he’s finishing the second grade, his tests show that he is reading at the level of a student completing the third grade.