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A Deeper Understanding of Dyslexia: Beyond Sociological and Educational Factors
- Josh Morgan
- Jun 3, 2024
- 3 min read
As an educator immersed in the rigorous training to become a Certified Academic Language Therapist (CALT), I've encountered numerous perspectives on dyslexia.
One quote from Sally Shaywitz’s seminal book, Overcoming Dyslexia, particularly resonates with me:
"Some still claim dyslexia doesn't exist. They ascribe children's reading problems entirely to sociological or educational factors and totally deny the biology."
This assertion by Dr. Shaywitz encapsulates a critical and ongoing debate in the field of education. The reluctance to recognize dyslexia as a legitimate, biologically-based condition has significant implications for how we approach teaching and supporting students with reading difficulties. Let's explore this in more detail, considering the scientific, educational, and societal dimensions of this issue.
The Biological Basis of Dyslexia
Dyslexia is a neurobiological condition that affects the way the brain processes written and spoken language. Research has consistently shown that dyslexia is not simply a result of poor teaching or socioeconomic factors. Brain imaging studies reveal distinct differences in the way the brains of individuals with dyslexia function compared to those without the condition. These differences are not influenced by external educational or social environments but are rooted in the brain's structure and function.
For instance, areas of the brain involved in language processing, such as the left hemisphere's posterior regions, show less activation in individuals with dyslexia when they engage in reading tasks. This diminished activity suggests that dyslexia is fundamentally a neurological issue, underscoring the importance of recognizing and addressing it as such.
The Impact of Denial
Denying the biological basis of dyslexia has profound implications for how we support students. When educational systems attribute reading difficulties solely to sociological or educational factors, they often fail to implement the specialized interventions that students with dyslexia need. This oversight can lead to misdiagnosis, inadequate support, and a pervasive misunderstanding of the students' challenges.
From an educational standpoint, this denial also affects teacher training and professional development. If teachers are not equipped with an understanding of the neurological underpinnings of dyslexia, they are less likely to employ evidence-based strategies that can make a significant difference in their students' reading development.
Implications for the Industry
As someone training to be a Certified Academic Language Therapist, I recognize the urgency of addressing these misconceptions. The CALT program emphasizes the importance of a multisensory, structured literacy approach, which is designed to cater to the unique needs of students with dyslexia. These methods are grounded in the science of reading and are proven to be effective for students with reading disabilities.
The industry must advocate for comprehensive teacher training that includes a thorough understanding of dyslexia as a biological condition. This includes promoting awareness and knowledge about the latest research findings, integrating dyslexia-specific strategies into general teaching practices, and ensuring that educators are prepared to provide the necessary interventions.
Moving Forward
To effectively support students with dyslexia, a shift in perception is crucial. Recognizing dyslexia as a legitimate, biologically-based condition allows for more targeted and effective interventions. It encourages the development and implementation of specialized teaching strategies and resources, ultimately leading to better educational outcomes for affected students.
As educators, we must champion the cause for proper recognition and support for dyslexia. By doing so, we not only help our students achieve their full potential but also foster an inclusive educational environment that respects and addresses the diverse needs of all learners.
Dr. Shaywitz's work serves as a reminder of the importance of grounding our educational practices in scientific evidence and remaining open to ongoing research and developments in the field.
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