dyslexia brain research

Children who have dyslexia are often labeled as lazy or unmotivated. However, nothing could be further from the truth. Children with dyslexia genuinely want to do well in school, but because of the way their brains are wired, they process information differently. However, dyslexia brain research shows that children with dyslexia, especially those with developmental dyslexia, can overcome their brain’s wiring to improve reading and language abilities.

The particular difficulty that children with developmental dyslexia face is a problem in phonological processing. Specifically, they are unable to identify and manipulate individual sounds within words, meaning they cannot connect the correct sounds with the correct letters. Children with this form of dyslexia also have difficulty counting syllables in words as well as with differentiating between sounds that rhyme. The good news is that with practice, phonological processing can be greatly improved.

Another problem dyslexic children deal with is a deficit in auditory processing. Auditory processing refers to the way in dyslexia brain researchwhich the brain both recognizes and interprets sounds. Sounds that are entering the auditory system at a rapid pace are not processed well, which leads to trouble with both language comprehension and reading. The hypothesis is that without the ability to quickly process phonemes, dyslexic children develop an inadequate understanding of the sounds associated with language. This lack of understanding is particularly evident when children begin reading.

While these problems are severe, with training, they can be overcome. Interventions that focus on auditory processing and oral language skills have been shown to help children improve language comprehension and reading ability. Dyslexia brain research reveals that training results in changes in both the left and right hemispheres of the brain, but particularly so in the left hemisphere. After brain functioning improves, dyslexic children show near normal activity in both hemispheres. What is particularly interesting is that children showed vastly increased brain activity in the right hemisphere, as though it was helping compensate for the decreased functioning of the left hemisphere, which is primarily responsible for language. The brain’s ability to reorganize neural pathways is referred to as plasticity, and is a central component of other brain-based dyslexia treatments.

Brain plasticity is what enables people with dyslexia – be they children, adolescents or adults – to benefit from brain-based interventions such as the Learning Breakthrough Program. The Learning Breakthrough Program utilizes balance exercises that work on both hemispheres of the brain. Doing so recalibrates the vestibular system and improves the brain’s ability to integrate sensory information. These kinds of exercises also tap into the brain’s capacity for neuroplasticity and help children overcome their dyslexia symptoms. For additional information about dyslexia brain research and dyslexia treatments, go to https://learningbreakthrough.com/specific-challenges/dyslexia-reading-challenges.