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Marion de Lemos
28/06/08 15:37 |
Subject : Dyslexia
In a television documentary screened in the UK in September 2005, a number of experts challenged the existence of dyslexia as a separate condition, and argued that the common understanding of
dyslexia is not only false, but makes it difficult to provide the reading help that hundreds of children desperately need (see www.channel4.com/news/microsites/D/dyslexia_myth/).
The producer of this program, David Mills, subsequently wrote a comment on the program.
In this comment he says ‘The biggest shock was that the 'dyslexia myth' story which sounded so controversial when I first started the research, turned out not to be controversial at all to the experts. The idea that the common understanding of dyslexia is a myth was startling when I first heard it. Yet I found it was a view shared by every academic that I talked to. The scientific consensus about it is overwhelming’.
He goes on to question the future use of the term dyslexia, and lists the five major views as follows:
View 1
The term dyslexia should be dropped completely.
View 2
'Dyslexia' can be redefined to describe all children who find it difficult learning to read because of phonological problems.
View 3
'Dyslexia' should only be used to describe children with the severest problems.
View 4
'Dyslexia' should be used only for the 1-2 per cent of children with a long-term reading problem who do not respond to the best school teaching currently possible.
View 5
'Dyslexia' should no longer be really associated with reading problems nor defined in relation to reading.
See David Mill’s discussion on each these views on the website at www.channel4.com/news/microsites/D/dyslexia_myth/dyslexia.html
See also the article, the Dyslexia Myth, by Professor Joe Elliot, published in the March issue of the LDA Bulletin.
What are your views?
Should we adopt the term dyslexia in Australia to describe a specific sub-set of students with reading difficulties?
If so, how would we define this group, and how would we identify them?
Or is it preferable to use the more general term reading difficulty to describe students with reading difficulties.
And does the statement ‘This student has dyslexia’ mean something different to the statement ‘This student has a reading difficulty?
Please post your comments here.
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Kevin Wheldall
04/07/08
06:10 |
Like many others, I suspect, I tend towards View 4 ie that the term dyslexia should probably be reserved for the bottom 1-2% of students for whom all attempts at remediation have proved unsuccesful. This fits in well with the Response To Intervention (RTI) model that has found favour in the US and which has much to commend it.
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Max Coltheart
04/07/08
16:05 |
It is unfortunate, but dyslexia means different things to different people, and there is no possible way in whch we could persuade EVERYBODY to adopt a common definition. We might think it makes sense to reserve the term for the bottom 1-2% of readers. But we cannot cause everyone to adopt that meaning. Given that it will ALWAYS be the case that different people will stick to different meanings for this term, confusion and misunderstanding will be invariably occur when the term is used. So what alternative is there to dropping the term completely? |
Tom Nicholson
18/07/08 |
Despite all the confusion about dyslexia, I think dropping the term will destroy what is really a very good argument in the debate about the right to read. The “simple view” (see my upcoming article in LDA Bulletin) is that dyslexics have good oral language skills but poor written language skills. Why dyslexics have a special name is highlight broader aspects like social inequalities and lack of literacy that their reading/spelling difficulties are unexpected in that they often come from well educated and literate homes, have had good instruction at school, and do not have any language disabilities or obvious behavioural or emotional problems. They are not from poverty backgrounds where they have lacked literacy cultural capital, i.e., literacy support from parents or lack of literacy resources such as books, pencil and paper, and so on. The garden variety poor reader/speller, however, is often from a poverty background that lacks literacy cultural capital. The argument against the category of dyslexia is that dyslexic children and adults are really a bunch of middle class garden variety readers. They are just ordinary poor readers from rich homes. This might be the case for many dyslexics but it would be a mistake to say that they are garden variety in disguise. We need to keep them separate because they are a good argument against the socio-cultural view of reading. The socio-cultural view blames poor literacy on society rather than on an inability to decode. They downplay the decoding problem and cultural capital at home. The problem for the socio-cultural view is that dyslexics often have tons of literate cultural capital behind them and yet still can’t read or spell. If reading problems were all about social class and income inequalities then you would not have dyslexics. So I think it is good to have a category that we call dyslexia. Not sure what category that would be.
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Margaret Cameron
26/08/08 10:18
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It might be tempting to spend much time and effort defining which reading difficulties may be called 'dyslexia' and which may not. In practical terms, this would only be a worthwhile exercise if diagnosis of 'dyslexia' resulted in some benefit to the identified person - more appropriate intervention, for example. However if it meant distinguishing poor readers who qualify for extra help vs poor readers who don't qualify for extra help, then the consequences of differentiating 'dyslexia' from 'garden variety' learning difficulties may be hard to justify. Surely the 'garden variety' learning difficulties are also deserving of appropriate intervention. Then there is the issue that the person with dyslexia may be capable of much higher achievement, contributing much to society as well as their personal development, if the obstacle of literacy skills can be overcome. If however, we take definition no. 4 (reading difficulties that are not ameliorated by even the best teaching) - then what is 'appropriate intervention'? More questions than answers here! |
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Jodi Clements
25/02/09 |
Dyslexia does exist and cannot be cured however once it is identified it can be treated. We need to profile for dyslexic characteristics and not get caught up in diagnosis!We need to get on with specialised multisensory language teaching...after all every one can benefit from this instruction dyslexic or not! |
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Bets Gregory
16/04/09 |
I agree with Jodi "specialised multisensory language teaching" benefits all types of learner especially dyslexics. The visual learner needs hands-on creative techniques to allow them to learn effectively. I am a Davis Dyslexia facilitator. The Davis dyslexia program specialises in visual/spatial techniques for all basic symbols and words. Check out www.dyslexia.com or my own website in Sydney Australia, www.focusonlearning.com.au. |
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Daniela
9/09/09 |
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Whilst Australia continues to argue about whether dyslexia exists and what it actually encompasses, poor readers are being failed by the system. There seems to be no funding available for students with dyslexia. My son was diagnosed in Canada and the therapist was reluctant to use the word dyslexia as she could not be sure that my child had received appropriate phonemic instruction because Australia persists in using the "whole word" reading approach). He continues to struggle in secondary school across all subject areas due to inadequate reading skills. All support, testing, tutoring and extra help has been provided by and paid for by his family. I wish we were still in Canada where at least dyslexia is recognized as a learning disability and provisions are made for these students to receive funded support. When is the government going to acknowledge that our education system is not working for these students and that support should be funded. After all! we manage to support English as a second language students with separate classes and a modified VCE English requirement. The use of the "word dyslexia" even if its meaning is not totally clear, at least is easily recognised as a disability. I have a problem with "phrases" that describe a range of learning problems because this only serves to hinder progress on actually helping these students within the current education system. | |
Jodie
17/12/09
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Dyslexia is not in any way a myth! I really am surprised that there are people that still think like this. It also isn't a "disability" they learn a different way. Australia is behind big time on this subject, and the education system in this country is failing alot more children then then the 1-2% of children that you only want to recognize. Why don't we just get on with fixing the system and stop harming children that don't deserve it or is my son not important? |
Antonia Canaris
29/12/09
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Dyslexia is certainly not a myth. I have 9 children and was feeling secure in my parenting abilities regarding producing literate children until my 6th child came along to daunt me. No matter what I or the school did he could not read in year 2. With expensive and specialised tuition he is now doing his HSC. We knew he was bright and he got in the top 1-25%ile for general knowledge without being able to read 'cat'. His struggles have inspired me to study special education and I now teach privately many children and a few adults who are not helped at school. So many just were told they were 'dumb'.
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Dee
29/01/10 |
I would really appreciate finding out how to be "diagnosed" with dyslexia. Despite having seen a multitude of professionals (OTs/educational psychologists, etc) and being tested to the point where my child refuses to be tested again, all I know is that I have an extremely bright child who has extreme difficulty with writing (handwriting and composing) and the arithmetic aspects of maths and remembering operations (but not higher maths concepts). Reading is intact. My child has advanced skills in other, more non-academic areas and seems to mild co-ordination difficulties. No assistance has been offered at school despite being in the bottom band for writing (and the top band for reading) in the NAPLAN tests. |
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Wendy
16/3/10 |
I am studying special education as a post grad. student and have spent the last two days trying to find a definition for "literacy difficulties". In Australia apparently we don't like to call it disabilities because it assumes that the problem is within the child and can't be fixed. We also don't like to call it dyslexia because there is no clear difinition of dyslexia that everyone can agree upon. Can anyone help me with this?
I don't think we can call swap the term 'reading difficulties" for "dyslexia" as it would then not take into account students with hyperlexia...excellent decoding but poor comprehension.
As a teacher it is frustrating that some students who are having difficulties with reading, writing, spelling or oral language get funding and some do not. We need to have a common name to define all literacy difficulties so that all children can get assessed and helped.
Also, I have a thirteen year old child at home that has felt 'dumb' eversince she started school. She is very bright and quited talented at singing, acting and dancing. She expresses herself very well (too well at times) and has no trouble with higher order thinking skills and understanding concepts. Her problem is with spelling and remembering basic maths facts.
At school she is teased and told she is dumb. Even her teachers criticize her for not doing very well when she feels that she is doing her best. I can't afford private tutoring.
How can I get her tested to find out if she has a 'disability' or a 'difficulty' or 'dyslexia'. She is a competent reader and comprehension is intact but she still doesn't know her 4Xtables and has only just learnt (remembered?) how to spell "Australia" |
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MdL
17/3/2010 |
Wendy
You raise some interesting points regarding the definitions of literacy difficulties, dyslexia and reading difficulties.
There have been ongoing problems and debates regarding the use of these terms.
One ‘working definition’ of dyslexia that has been widely accepted is that put forward by Sir Jim Rose in his recent report on dyslexia (see http://publications.dcsf.gov.uk/eOrderingDownload/00659-2009DOMEN.pdf, and also the recent report of the Dyslexia Working Party to Bill Shorten, the Parliamentary Secretary for Disabilities and Children’s Services, which can be accessed from the LDA website).
However, this definition has recently been criticised by the UK Science and Technology Committee, which has been looking into the evidence base for early literacy interventions (see http://www.publications.parliament.uk/pa/cm200910/cmselect/cmsctech/44/44.pdf)
Others have argued against the use of the term dyslexia altogether, arguing that there is no clear way to distinguish between reading difficulties due to dyslexia and reading difficulties due to other causes, and that all students with reading difficulties should be entitled to receive support for their difficulties, not just those who have been diagnosed as having ‘dyslexia’ (see for example articles by Joe Elliott and Kevin Wheldall in recent issues of the LDA Bulletin).
With regard to the distinction between reading difficulties, dyslexia and hyperlexia, it seems to me that the simple view of reading provides a clear basis for understanding the difference between dyslexia (problems with decoding), and hyperlexia (problems with comprehension) both of which are different forms of reading difficulty, although the overwhelming majority of students with reading difficulties have problems with decoding rather than problems with comprehension, assuming that they can read the words.
Your 13-year-old’s problems with spelling and times tables seems to me to be an instructional problem rather than a d isability or a difficulty. Knowing one’s times tables is a matter of rote learning, and a systematic corrective spelling program would probably do wonders with her spelling! |
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Jess
1/05/2010
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Processing instructions
Hi. I am excited to find your website! I teach a 7-year-old girl who seems to need instructions repeated many many times and still she struggles to retain the information and perform the required tasks. Even with repeated instruction and being shown 1:1 how to do things many many times she struggles to retain the learning. Can you give me any pointers? |
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Margaret
4/05/2010 |
At the risk of sounding simplistic, there are a few things that may help, especially if working one-to-one. Perhaps others will respond with more:
1. Think 'multi-sensory' - provide instructions orally, visually, and kinesthetically (action) if possible - hear, see, feel - and where appropriate develop a system of prompts that don't repeat all the information, but give a reminder. You don't say what kind of instructions you mean, but simple visual checklists, for example, can be helpful - eg a card with pictures and simple captions for the materials needed for a lesson, or steps to follow in preparing a page for writing.
2. Use routines where possible, so that predictability supports instruction. Praise initiative whenever she remembers what to do without your explicit reminders, even if this means remembering to look at the reminder cards.
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Jodi
23/06/10 |
In response to Jess.
Your teaching needs to take into account the working memory and processing speed of each individual child.
Children who do not retain information need direct,explicit,systematic,multisensory language instruction with ample review using all three senses. Easier said then done, since it takes many years of training to be an effective MSL teacher.
You should consider specialised MSL teacher training. Effective MSL instruction will help all students learn, retain and retrieve with or without memory/retention/retrieval difficulties.
1. Teaching must be language based (Follow the Alphabetical principle).
2. Teaching must be structured (Moving from simple to complex-phonology)
3. Utilise the three learning channels for teaching phonology-auditory,visual and kinesthetic (Multisensory)
These 3 steps are not the entire list of essential elements for MSL Intruction but important ones. Orton Gillingham Australia (IMSLE)p! rovides further info. |
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Antonia
14/07/10 |
All these comments show us that we need schools specially designed for the learning needs of dyslexics. This should be a right not just an impossible dream. Citizens need literacy in today's world . It should not be only available to well- off and in-tune parents. [Ed: would be referring to recent comments on other discussion threads also] |
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Nat
5/08/10 |
It's a tricky subject. My daughter has been diagnosed with both Dyslexia and APD, yet it has made not an ounce of difference to her schooling and or ability to improve her reading, spelling maths difficulties. Our public school system is so outdated and shallow minded that the changes that need to be made are simply not being made. My daughter was diagnosed when in year 2, however here we are now in year 4 and her reading level is now 3 years behind. No funding, no out of class support, no extra help. Instead she sits in a class with 25 other students battling to understand and getting further and further behind. The system is failing so many students. We send them to school expecting them to learn how to read and write, yet for some, even these basics are too much to ask apparently.
Before there can even be discussion on how to label these kids correctly, arrangements have to be made to actually HELP them. It is pointless to squabble over a term if the he support is still ultimately not going to be there. |
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Antonia
18/08/10 |
Please let me know where you live. I might be able to suggest where to go for help. Unfortunately there is a big difference in quality between various providers. |
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Amanda
30/8/10 |
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I am looking for information about 'real' evaluations of the outcomes of Irlen lenses for children with diagnosed dyslexia (not SSS) as well as any information about the true illiteracy rates in NSW schools.
I need to source information about the benefits of homeschooling over public schooling for a child who has diagnosed dyslexia (but is bright and covers it up)- this is for a court case where my daughters dyslexia may be used as a reason to stop her continuing homeschooling and i'd like to have some real facts (not just my opinons as a mother who has almost always homeschooled her kids because of the negative stuff thats occured by bullying and neglect from teachers on the oldest child)..... if anyone has anything they can assist with, i would be most grateful for any links/resources | |
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