Audition is a broad area of processing. Audition is how the brain makes sense of the sounds it receives from the ears.
Speech sounds can differ due to duration, pitch, loudness (vowels are louder), stress syllables
Auditory perception is not one thing
Vision
Visual part is not typically the primary cause of dyslexia
Motion perception/ eye movement problems
Visual stress - seeing highly contrasting visual images - providing special glasses or coloured overlays that seem to reduce visual stress.Research evidence is mixed for these solutions.
Magnocellular theory - - evidence also mixed - cause or effect?
Visual attention - the brain is deciding what to attend to. May find it easier to read a smaller window of text - may be better for some people.
Attention
Attention can be hyperactive or inattentive
If attention is not on instruction, can miss vital parts of instruction
May take approximate approach to reading - eg may miss words, change small words
If child has decoding issue, find reading frustrating - may show similar patterns
Different causes can cause similar behaviours - or can be an issue with both!
Children with a more primary reading issues tend to have bigger phonological issues.
If you read comprehension questions to a child with dyslexia, they can sometimes perform better without demands of decoding. Children with attention issues may show the reverse.
Do attention issues only occur at reading time?
Maths
Up to 60% of dyslexic children have issues with maths
A lot of rote learning in maths - difficult for those with dyslexic tendencies
Then don't have the foundations on which to build
Dyslexics can have issues with sequencing - challenge in maths
Focus on concepts rather than rote learning can help
Symbols can look very similar to dyslexic people
Word problems - different words used. Abstract, relational terms
Need to instil competence in early years
Dyspraxia
Difficulties in motor control, automatisms and spacial temporal organisation.
Difficulty in dressing, coordinate hands and legs to ride a bike, tie shoelaces etc
Appear to be clumsy
difficulty in reading time
Computer is useful because they find it hard to hold a pencil
Verbal intelligence is normal, sometimes superior
Visual/Spacial ability problematic
Difficulty with geometory - adaption - ask them to explain problem and you write or use app
Use computer as early as eight.
Often goes hand in hand with dycalcula
Oral Language Impairment
Phonemes often fuzzier
Non-dyslexic learners ignore unimportant variations while dyslexic learners tend to notice them - although this is controversial.
Difficulties in identifying fast temporal changes in oral language
Specific Language Impairment often comes with dyslexia.
Psychological Effects
Need more effort to succeed and not rewarded with results
Anxiety and depression
Can have a significant impact on the justice system
Need self-esteem to learn
Self-perception if negative difficult to deal with difficulties
Teacher has central role to recognise all children at school
Dyslexic child who experiences failure at school can develop four types of behviour:
Inhibition
Regression - requires attention, doesn't think by themselves
Projection - tries to ignore difficulties but will notice them in others and make fun of them, perhps violence
Displacement - get validation in other domains
Results often do not match the huge efAdvantage that dyslefort put in
Teachers must make sure they recognise the other abilities of these children
Positive Aspects
People with dyslexia can excel often in eg visualising things in 3D space
Dyslexics have more of their brain for visual information
Professions where dyslexics excel - architect, engineer, designer, TV presenter, poet, singer, entrepreneur, salesperson
Pros and Cons of Labelling
Advantages - relief to put a word on something; some countries will allow adaptations at school
Disadvantages - sometimes child will give up; in some school systems then can get packaged intervention which doesn't always help; labels easy to give, hard to take away
