Article Summary

This is a summary and review of the article "Dissecting Dyslexia" by Thomas S. May.

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Summary

The article “Dissecting Dyslexia” by Thomas S. May is filled with fascinating results from scientific studies. The studies May described in this article were all performed with the goal of uncovering a genetic or anatomical cause for dyslexia. Scientists believed they would be able to find a genetic cause for dyslexia because it often runs in families. The purpose for uncovering the cause of dyslexia is to then discover how it can be treated.

The first study that Mays describes was published in 2005. In the study, a research team worked with 153 families with dyslexic children. The study uncovered that reading ability is linked to the DCDC2 gene found on chromosome 6. The children in this study who had severe reading difficulties were missing this section of DNA. Further tests revealed that this missing section of DNA resulted in altered brain structure and function. People with dyslexia do not use the same region of their brain when reading as non-dyslexic readers. They use a portion of their brain that is typically not used for reading.

Once researchers uncovered the cause of dyslexia, they began studying how to help individuals with this disability. Mays next described a study where researchers worked with dyslexic children intensively for a sixteen week period. During the first eight weeks, the training focused on phonological awareness. For the second eight weeks, the focus switched to word recognition, comprehension, and fluency. Testing revealed improvements in reading ability, but perhaps even more fascinating was the difference that was observed in the children’s brain function. The brain functions actually changed to resemble those of non-dyslexic people. Through intensive focus on reading skills, the children were able to “rewire” their brains!

Brain research shows that much growth and development occurs in the first few years of life. Therefore, the earlier dyslexia is diagnosed, and the sooner the child receives training, the better the chances are that they will be able to completely rewire their brains.

Reflection

I found this article fascinating! I was first astounded that scientists were able to locate the precise gene that caused dyslexia. I also am amazed that they could prove that the missing gene resulted in an altered brain structure and function. This means that by examining DNA or by using magnetic source imaging of the brain, doctors could diagnose babies with dyslexia. This early detection could then lead to early intervention. While intervention at any age might be effective, the effectiveness is greatly increased when the intervention is early.

As an educator, I also was fascinated with the method of intervention. The retraining of the brain involved focusing first on phonological awareness. This is the understanding that letters represent different sounds. The children in the study were 8 and 9 year olds. This means they would have already been to school and in reading programs. Yet, the method of teaching reading had not been effective for them. The problem was that their brains were not wired to recognize letters and connect those letters to sounds. Through focusing on this fundamental skill intensively for eight weeks, the children were able to build the connection that was missing.

As an educator, the ability to diagnose dyslexia can be the source of answers and solutions. If a child I am tutoring is dyslexic, I will know the reason for his struggles. This means I will know to begin with activities that will build phonological awareness. Asking a child to read when they do not know how to connect the symbols they see on the page with the sounds they represent will cause nothing but frustration. Regardless of the age or grade of the child, if he is truly dyslexic, we must begin with the fundamental skill of phonological awareness. This knowledge can give me the confidence to work on the skills that I know will help the dyslexic child make connections and become a fluent reader.

I have a child in my class who I fear may suffer from dyslexia. While she has not been diagnosed, she struggles horribly with reading. As I read about how dyslexic children do not process the symbols they see on a page in the same way non-dyslexic children do, I became more convinced that this is her struggle. This article gave me the answer of how to help this child. It also gave me hope that with the right training, she can become a fluent reader.

While dyslexia is a genetic disorder, it can be overcome with the right training. The human brain is incredible. Its plasticity is remarkable. The results of the studies in this article give hope to teachers, parents, and students. Now that a treatment for dyslexia is known to work, the diagnosis does not have to be a life sentence of illiteracy. With early intervention, dyslexia can be conquered!

References

May, T.S. (2006). Dissecting Dyslexia. Reading Rockets. Http://www.readingrockets.org/article/10779