I’ve pasted an article from the NYTimes on brain dysfunction and dyslexia. Note the conclusions regarding the worst performing readers!
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July 8, 2003
Two Types of Brain Problems Are Found to Cause Dyslexia
By BONNIE ROTHMAN MORRIS
Dyslexia appears to be caused by two distinct types of brain problems, a new study has found.
The researchers, from Yale, used scanning devices to examine the brains of 43 young adults with known reading disabilities while they performed reading tasks. Another group of 27 good readers were also studied.
All the subjects had been tracked for reading ability since elementary school.
One group appeared to have what the researchers called a “predominantly genetic type” of dyslexia.
These students had gaps in the neural circuitry that the normal readers used for the basic processing of sound and language, but had learned to enlist other parts of the brain to compensate for the difficulty. They still read slowly but can comprehend what they read.
The second group had what the researchers called a “more environmentally influenced” type of dyslexia. Their brains’ system for processing sound and language was intact, but they seemed to rely more on memory than on the linguistic centers of the brain for understanding what they were reading. These students had remained persistently poor readers, scoring poorly on speed as well as comprehension.
The two groups of poor readers were from similar socioeconomic backgrounds and had comparable reading skills when they began school, according to the study, which was published this month in the journal Biological Psychiatry.
But there were two differences: the students who compensated for their problems tended to have higher overall levels of learning abilities, and the students whose problems persisted were twice as likely to attend what the researchers called disadvantaged schools.
The study’s lead author, Dr. Sally E. Shaywitz, said the discovery that the neural systems for reading are intact in the students with the most serious reading problems came as a surprise. It also implies that their problems are more correctable than may have been thought, she said.
“The persistently poor readers have a rudimentary system in place, but it’s not connected well,” Dr. Shaywitz said. “They weren’t able to develop and connect it right because they haven’t had that early stimulation.”
A large body of research has shown that intensive tutoring can correct this kind of reading problem, especially if begun while the children’s brains are still developing.
“If you can provide these children early on with effective reading instruction, these children can really learn to read,” Dr. Shaywitz said.
For the study, participants lay in a brain scanner known as a functional M.R.I. device, and peered through a periscope at monosyllabic words flashed on a computer screen. As they read, pictures were taken of what parts of their brains were doing the work, and how they were working together.
Good readers used three areas in the left side of the brain, to decode letters into sounds, fit them together to make words and process them fluently.
The readers who had compensated but still read slowly did not use the same brain regions for those tasks. Instead, they created an alternate neural pathway, reading mostly with regions on the right side of the brain — areas not as well suited for reading, the researchers said.
Paradoxically, the poorest readers in the study used the same parts of the left side of the brain that the normal readers did to begin the reading process. But instead of connecting that work to other language centers, they then activated a portion of the front right side of the brain that is used primarily for memory to help them along.
That overreliance on memory could help explain the persistence of these poor readers’ problems.
“Once the brain makes the connections it needs for certain tasks, it tends to stick with them,” said Dr. Gordon Sherman, the executive director of the Newgrange School and Educational Outreach Center in Princeton, N.J., an expert on dyslexia who had no connection to the study. “But those connections aren’t necessarily the best ones.”
Rote-based learning of words can get a student to a certain point, but “then it fails quite miserably; there’s too much to memorize,” Dr. Sherman said.
J. Thomas Viall, executive director of the International Dyslexia Association, said that the study’s findings underscored the need for intensive educational intervention, but that more work was needed before its findings of subgroups could be translated into practical applications.
“Dyslexia is a disorder whose treatment is education,” Mr. Viall said. He called the notion of using functional M.R.I. data to identify types of dyslexia “exciting” but added, “We don’t have F.M.R.I.’s in grocery stores like blood pressure machines.”
Dr. Shaywitz acknowledges that giving such tests to every child is impractical, but says researchers will now begin to use the brain connectivity studies to develop other kinds of diagnostic tests.
“It is possible from all that we’ve learned about the science of reading to identify all children who are at risk for experiencing reading difficulty,” she said.
The next step, she added, will be to design early strategies that are tailored to each child’s particular type of disability.
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I believe
the emphasis has to be on cognitive development and less on academics. To me much of academics is just testing. We don’t build the brain but test the brain and ask kids to memorize for the test.
Kids have to become active learners and thinkers. You can teach a child to do this but it isn’t done by having the child fill out a form.
At my son’s last IEP meeting his teacher produced such a form that my son anwered all the questions correctly but did not capitalize and did not write in complete sentences. I explained to her that the work I do with him does not involve filling out such forms but rather involves addressing the underlying cognitive abilities needed to fill out such forms. She just sort of looked at me with a perplexed expression. :o
You can teach the sounds, teach him how to use the sounds, teach how to visualize and understand the material, improve memory, improve logic and reasoning, improve any area that is deficient.
I agree that it is helpful to know what areas are deficient. I disagree that there are only two types of dyslexics.
This just isn’t what is being done in school.
Re: interesting article on dyslexia and brain
[quote]The next step, she added, will be to design early strategies that are tailored to each child’s particular type of disability. [/quote]
to me this is the essence of it all. An education tailored to the particular child. I agree we are leaving huge groups of kids behind. Way behind,as a matter of fact, we are throwing them away,like yesterdays garbage. We as a nation, are sticking them in rooms calling them dumb,ask nothing of them ,and providing nothing in return.
I believe there are more than two types of dyslexia,but does it really matter what you call it? It’s funny,I was just having a conversation with someone the other day. This person,is a much older parent who successfully raised three boys on her own. Her take on life today is how exposed our kids are to things that adults were not exposed to back in the day.She went on to discuss TV,Video games,books,billboards,etc. This is why they can’t pass these standardized tests,she commented. Hmm,made me kind of think,okay again it’s the parents fault.
But then one wonders,a kid goes hoime watches enough TV and plays enough video games,goes to kindergarten and the teacher wants him to read? Kids do not even know how to play anymore.
Re: interesting article on dyslexia and brain
I don’t think it is the parents’ fault, however our society has, perhaps, becoming increasingly unhealthy, with regard to cognitive stimulation. First we had the television set arrive in the mid-20th century and my generation became the first raised on daily television watching (which can offer worthwhile programming). Television is a passive activity. The neural pathways that are stimulated are not the same neural pathways children need to develop to do well in school. Typically television presents the vernacular on a 7 year old level. Not much to stimulate. But, hey, we watched and it was a good babysitter. How many fine American families eat dinner and adjourn to the family room for 2-3 hours of evening television?
Then we got the computer and the Nintendos, etc. This probably has done even less to stimulate neural pathways that are compatible with most school and life learning. OK, so we have to develop a fast eye and hand, builds reflexes and eyehand coordination. Big deal…..
So, we have the typical American child who does what everyone else does: watches TV daily and spends time infront of the computer playing games.
Too many families don’t read much, there is little time and less need. Too many families don’t engage in enough talking to one another, again too busy and too many distractions.
No, it is not parents’ FAULT, but parents usually jump on the bandwagon with everyone else.
Early read alouds, particularly of rhyme and word play probably do build the ear for the nuances of sound. But, too many youngsters don’t get exposed to this at home anymore. I’d like to see a study that looks at the number of preschool hours of exposure to rhyme and Dr. Seuss, etc. to determine if these are the children who DON’T get the environmental dyslexia. Afterall, we live in a visual society, this is the skill that TV and computer games build. Is it any wonder a group of kids have intact neural wiring, but rely on memory? What have they been fed for years?
causes of reading problems discussion (long, sorry)
I understand what you all are saying ( I think). I can agree with some of it to an extent about the exposure to tv and video games and all that. In some cases you are right about parental neglect but I really don’t buy that it is the true cause of reading problems, I think it can exacerbate them.
I did all the things I read about to enhance my child’s verbal skills re: reading stories from birth til?, singing songs, no video games in my house til my guys were 10, preschool at age 4 (abc’s emphasized as well as play), lots of play time with peers, building toys, limited tv watching at early ages, lots of exposure to letters, books, magazines, mom reading to herself from the paper or books, the materials to draw,write etc. I even made a big deal of getting the oldest his first library card when he was 4 yrs old. ( I have 3 of my own from 3 different cities).
Go figure, the oldest, the one I had all that time for and who loved to be read and sung to ends up with reading struggles (not diagnosed dyslexic, just inattentive adhd). He has finally caught up in the 8th grade with special ed help which started in 4th grade.
The youngest one (hyper adhd) wouldn’t sit still long enough for stories and songs, loved to interact with movies and cartoons (costumes and all), had an articulation disorder and speech therapy ages 3-4, again in 3rd grade but…has made honor roll each quarter since 3rd grade (going into 7th) and his 6th grade teacher tells me his verbal skills are off the charts.
Same parent just two different children with different inborn skillsets. One got lots of mom’s time and had school problems, the other had less of mom’s time and ended up with no school problems.
One other note about the eye hand coordination, obviously there are some jobs where that may not be all that necessary but I have seen some of the unclassified parts of the Patriot missile system (my husband was a Patriot commander) as well as the old Hawk missile system and they both use technology that pretty much looks like a video game console type thing.
I imagine that air traffic controlling and other similar jobs require employees that excel in just that area that is being trained by the use of video games (pilots?). Like any other entertainment, I believe it should be limited in how long it is used at any one time. Moderation in all things is my motto. We live in a world where so much more needs to be known or learned. I am a great lover of reading and writing (can’t you tell? LOL) but I know that I am greatly handicapped by my computer illiteracy.
Just my thoughts.
Amyf
Re: interesting article on dyslexia and brain
I don’t think the parental connection is of any importance in my views,or,if I might speak for Anitya,her’s either. Certainly not the Parental neglect word. There is a big world,and many adults come in contact with your child,and your child engages in many activities while not in your presence.
But like Anitya,I would like to see,how many of these kids have even had exposure to the things they were tested for. Now a days, things are high tech. Why read the book,when you can get the video? It’s hard to wow a kid anymore. The playground? Most of the preschoolers I come in contact with want me to check their height to see if they can get on the rollercoaster at the theme park. Forget the swing set,merry go round, and some dumb bird on a big spring that you sit on. Not only do the kids have NO time to go play on the playground in school,during the weekends their family is going to something much more interesting,if they have time to get out of the house.
Re: interesting article on dyslexia and brain
Personally, I am not into “blame the parents.” Though, sadly, there are a minority of cases where dreadful parenting skills have either created or exacerbated problems. Not true of you guys or the overwhelming majority of the students I have had.
I was thinking aloud, wondering about this alleged environmentally produced dyslexia that Shaywitz et al have described. I cannot believe this is totally and exclusively caused by teaching. If the child’s neural wiring is intact for reading, then why do some students with intact wiring succeed and a small few fail? I cannot accept that this is merely a matter of the educational program, after all these children who succeed sit in the same classrooms with those who have “environmentally induced dyslexia.”
So, I was searching for other explanations, explanations that might be traced through the child’s 5-6 years of preschool experiences. If she speculates that the child is relying on memory, I assume she refers to visual memory for the whole word (this would fit the reading style of many students who do not attend to details in words). I was hypothesizing that the intensity of fast visual stimuli that children are exposed to might support the creation of a visual dependence of sorts. This particular criticism has been applied to the award winning program Sesame Street that most Americans applaud.
Sesame Street, while it does deal with letter sounds, is guilty of using flashy visual stimuli that is often quickly flashed. It does not foster some of the skills learners need to develop: careful listening, attention span…..for every plus this program offers, there is also a minus. I might wager that some children fall victim to this stimuli and develop the skill of taking a quick visual “picture” of the stimulus. This behavior is contrary to what good readers need to do, at least at the outset of reading instruction.
Now, for those of you fine parents who read to your youngsters and actually did all of the right things, then I would expect your child falls into the inherited dyslexia category, rather than the environmental.
Finally, in the long run I suspect that classifying dyslexics as either environmentally or hereditarily induced may well prove to be an oversimplification. This so-called environmental dyslexia probably encompasses subtle neurological differences.
As always, the question is: parents are the child’s first and continuous teachers, we teachers are merely people who enter the picture later and for shorter segments of time. What can be done by parents and teachers both to best prepare and teach children literacy skills?
interesting article on dyslexia and brain
Anyone know where the original study is published?
Sometimes it’s all in the interpretation of the study results. Reading that article posting, the thing that struck me is that they are using words “environmental” but describing an observation that appears to be a physiological difference - ‘rely more on memory’.
To me this suggests that the study found two types of neurological problems (sounds like they are both biological problems, NOT environmental):
1. the first group (‘genetic’) have gaps in their left-brain neural circuitry - they don’t use the same areas - “did not use the same brain regions for those tasks. Instead, they created an alternate neural pathway, reading mostly with regions on the right side of the brain ”
2. the second group (so called ‘environmental influenced’) does have this left-brain circuitry; however, “instead of connecting that work to other language centers, they then activated a portion of the front right side of the brain that is used primarily for memory to help them along” - this suggests there is a second neurological dysfunction that impairs the normal connection to the right-brain language center.
I haven’t read the original research article yet, but I don’t see anything in the newspaper article that supports calling the second group - the poorest readers - a result of ‘environmental influence’..
Kim
Re: interesting article on dyslexia and brain
There is a link to the original study of the reading bb under the posting of the newspaper article. It is quite different, I think, than the newspaper interpretation.
Beth
Sally Shaywitz's OVERCOMING DYSLEXIA - Get this book!
The lead author on the study is Sally Shaywitz, who has just come out with OVERCOMING DYSLEXIA (Knopf 2003). This is THE book, folks. I am evangelical about this book -it is a godsend.
Covers it all!! I’ve read other books but this THE one to really pull it all together. Bleeding edge research combined with reality based strategies and insight. God bless Ms. Shaywitz. I bought it last week and actually just purchased another copy tonight to give as a gift to my son’s primary teacher for the summer. Have any of you read it?
dyslexia
I think the human brain is so complex that God must laugh when we try to explain it. I do think “wiring is different for those who have difficulty learning to read that have the cognition to read and grew up in a “reading friendly” environmemnts. I also believe some children who have near normal or normal “wiring” have difficulty reading because of their “unfriendly reading environments”. I also believe there are many, many combinations in between depending on our individual brains, personality, interest, culture etc. I think we may be at the tip of the iceberg on this or we have limited paradigns to explain it. We humans tend to oversimplify things but I’m glad we try to understand as best we can.
Re: interesting article on dyslexia and brain
I am nearly finished with the Shaywitz book. I have found most of it to be very good (aside from a couple minor errors). It is about time that someone combined the diagnosis part with the remediation part. It will be a super resource to recommend that others read.
And yes, God must have a sense of humor to let us think we know how the human brain works! It is interesting, though. And we do know how to remediate many reading problems. I really don’t need to understand the neural wiring (thankfully) in order to teach!
Janis
2 types of dyslexia
I was confused by this “2 types” when I first read the article. But with a careful second reading I interpreted it to mean that one type is neurological in nature and one type environmental (bad schools, improper instruction). I believe that the kids who are neurologically dyslexic (ie, LD) there are many types. Many places in the input/output process that can break down. God help the children with neurological issues that also are subjected to bad schools!
but…..that circuitry should have been formed well before they attended a low performing or high performing school at age 6, correct? Isnt that conventional thinking on brain development-that the majority of it occurs before age 5?
Perhaps kids brains are more pliable than we think and kindergarten should be taken back down a notch instead of being a mini-1st grade. Maybe it needs to be discussions and stories and playing house and talking on telephones again.
I have nothing against phonemic awareness but I wonder if adding another academic kindy requirement of 30 min of phonemic awareness would be more drill-more memory-and less of the human to human interaction that perhaps would help that 2nd group of kids
Make sense to anyone? Sometimes I feel that the more we as a nation attempt to advance our education system, the more we leave large groups of kids behind