DYSLEXIA DEFINED
Dyslexia may be broadly defined as an unexpected inability to read dispite normal
intelligence, adequate educational opportunity, no major sensory loss, and having English as the language spoken at home.
This definition implies that dyslexia is a life-long problem with life-long consequences.
OUR PHILOSOPHY
As mentioned at our home page site, dyslexia can not be cured. For over 100 years the term dyslexia has been and
continues to be misunderstood by the vast majority of the public. As a result there has been a sustained effort in the research
community to better define and then treat dyslexia.
There are several things we do know at this point. First, dyslexia has a genetic basis. That is, it is passed down through
parents to their children and that about 20% of the school-aged population is affected to some degree. Second, it has
variable penetrance. This means that not every child with dyslexia will be affected to the same degree. Third, dyslexia affects
boys and girls equally but girls use both sides of their brain for language while boys primarily use the left side of the
brain. Thus, more boys are identified in the classroom who have dyslexia. There is also the real factor of teacher bias
in the classroom that picks up the boys faster than the girls.
Our program utilizes a system for identification based upon the original work of Dr. E. Boder, a California pediatric
neurologist and subsequently modified by Dr. John Griffin, Professor of Optometry at Southern California College
of Optometry, Fullerton, California. The classification is based upon the ability decode phonetically regular and irregular
words and then spell those words correctly or phonetically.
From their work has emerged three general
subtypes of dyslexia:
Dyseidetic, D
ysphonetic and D
ysphoneidetic (Mixed)
Subsequent research has validated the use of the system in the identification of dyslexia. In addition we have found
that children with dyslexia tend to exhibit deficiencies in perceptual processes such as short-term visual and auditory memory,
visual-motor skills, and visual analysis skills. These and other skills are necessary for retention of written information.
What about intelligence? In our classification system the
child must have intelligence in the NORMAL RANGE or higher to be classified as dyslexic. It has been our experience that children
with reduced intelligence may have the genetic markers for dyslexia, but are unable to make use of the processes necessary
to establish normal reading and spelling. These children CAN learn, but not with our program.
