Using my own resources, I’ve been on a mission this past year to bring public awareness to the fact that we now have the neuroscience-based knowledge to understand dyslexia much better and the evidence-based programs to end it. Fortunately, current advances in neuro-science and technology now make it possible to end dyslexia relatively quickly, with lasting results and at a very reasonable cost.
I experienced the impact of untreated dyslexia in my own family and know first hand what that is. No longer does anyone have to suffer from the stigma of being dyslexic and miss out on opportunities as a result of reading difficulties. We have the tools and technology at our disposal to end dyslexia relatively quickly and need to act on it.
I feel that speech-language pathologists are the best-trained professionals to do this and that the schools are a place where this can be accomplished. Speech-language pathologists are well trained to understand the neuroscience, auditory and phonological processing, speech, language and literacy continuum. Making the programs available to every struggling reader in the early primary grades is an access to ending dyslexia early before the trajectory expands to include low self-esteem associated with failure in school and increased costs to all.
Understanding Dyslexia
Research continues to show that the foundation of reading is heavily dependent on a brain’s ability to process small and quick changes in sound. Speech is one of the fastest things that the brain has to process and research clearly shows that some brains are just not wired to do that. Add reading on top it and you have dyslexia.
Leading neuroscientist, Dr. Paula Tallal explains in her recent oral testimony to the US Congress Committee on Science and Technology: “Even in infancy the precursors to reading failure can be identified reliably in the form of low and inconsistent auditory processing. This auditory processing constraint cascades over the early years of life disrupting the development of distinct phonological representations in the brain, oral language and ultimately, reading.
Put simply, when it comes to auditory processing, children with language learning problems are operating on the equivalent of “dial-up” speed – while good language and reading skills require a child to operate at the equivalent of “high speed internet.”
What It Takes to End Dyslexia
Traditional tools for teaching reading, regardless of how expertly and how often they are applied, WILL NOT WORK for most struggling readers, until the brain’s slow and inconsistent auditory processing system is remediated.
For more than 20 years, numerous behavioural and neuroimaging studies have demonstrated that the foundational auditory processing and language skills known to lead to reading failure are highly modifiable and can be brought into the normal range within months using intensive neuroplasticity-based training exercises disguised as computer games, inside a set of programs.
The program I’ve seen the most remarkable results with is called Fast ForWord and Reading Assistant by the US-based company Scientific Learning. The changes I have witnessed are fast and enduring when used according to the protocols prescribed, which requires well-trained and motivated program facilitators, ideally speech language pathologists.
If you would like me to speak to your group at no charge about ending dyslexia, please contact info@end-dyslexia.com.
For more information on accessing a free trial for 5 students, contact Karen Grace at kgrace@scilearn.com.
Please visit www.end-dyslexia.com to learn more and see the latest webinar on dyslexia by Dr. Martha Burns at Scientific Learning.