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DEVELOPMENTAL READING DISORDERS.
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Causes, types, emotional effects, left & right brain functions.... More...
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Paper Abstract:
Causes, types, emotional effects, left & right brain functions.

Paper Introduction:
The purpose of this research is to discuss developmental reading disorders. The various types of disorders, such as aphasia, agnosia, and dyslexia, will be reviewed, as well as the secondary emotional problems that can occur because of these disabilities. Most right-handed people and most left-handed people are left-hemisphere dominant for speech and language. Right-hemisphere dominance for speech and language in a right-handed person is rare. Disturbances in speech and language usually result from lesions in the region of the sylvian fissure of the dominant hemisphere. The farther from this zone the lesion occurs, the less the disturbance in speech and language. The sylvian fissure comprises the opercular and insular regions, which are supplied by branches of the left sylvian artery. The upper division of

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9-14).Philadelpha: Lea Febiger.Rumsey, J. Dyslexic children frequently have problems withsocial relationships. (1992, January). In L. (1989). All four brains showed unusual symmetry in the planumtemporale, a structure important to language function. Todeal with these problems, dyslexics need a thorough understanding of theirlearning disability to help them cope with the lack of predictability oftheir failures and their successes. 27 ). 14). Aphasia, apraxia, and agnosia. The inconsistencies of dyslexia produce chaos in a child's life.There is a tremendous variability in the individual's activities. Therapiesdesigned to improve visual perception, such as optometric training forbinocular coordination and eye-tracking exercises, are ineffective fordyslexia. Although definitions vary, dyslexia involves decoding (the ability toread words accurately), rather than reading comprehension. Dyslexic children exhibit normal intelligence and oftenperform well in other academic areas such as mathematics (Fackelmann, 1992,p. The various types of disorders, such as aphasia, agnosia, anddyslexia, will be reviewed, as well as the secondary emotional problemsthat can occur because of these disabilities. P. 914). This causes problems with self-esteem. Two claimed clinical subtypes of visualagnosia embrace these differing theories of agnosia: apperceptive agnosiarefers to abnormality in the discrimination process, and associativeagnosia implies inability to link the fully discriminated stimulus to priorexperience in order to name or to match the stimulus to others (Mohr, 1989,p. Some experts do not believe thiscondition exists, and the errors resulting are from a combination ofdementia and impaired primary sensory processing. New evidence challenges the traditional view of dyslexia as an all-or-nothing phenomenon. While the raised incidence of left-handedness and mixed-handedness has been reported for clinical studies, surveys in schoolpopulations do not indicate unusual distributions of handedness. The biology of developmentdyslexia. Meaning is conveyed to these shapes and sounds from the sylvianregion to the rest of the brain through intra-hemispheral and transcallosalpathways. This suggests that reversal interacts with otherfactors to produce dyslexia. Experts have proposed other disconnections for pathwaysto or from the periphery, which would be in the subcortical white matter.Disconnections of incoming pathways bearing visual lexical informationwould yield pure alexia; disconnections of those pathways conveyingauditory material would cause pure word deafness. Instead, the new data suggest that this disorderoccurs in a spectrum of cases ranging from mild to severe (Fackelmann,1992, p. P., & Deutsch, G. Many dyslexics have difficulty reading social cues. It is difficult for dyslexics tocompensate because they cannot predict the intensity of the symptoms on agiven day (Ryan, 1992, p. All of them are difficult to overcome--but the secondary emotional problems and the low levels of academicachievement which sufferers of these disorders experience, make thisresearch crucial. Sometimes a brain lesion responds to common environmental stimuli asif it had never been encountered before, even though the primary neuralpathways of sensation function normally. Journal of the American Medical Association, pp. The upperdivision of the sylvian artery supplies the insula and upper banks of thesylvian fissure; the lower division supplies the posterior temporal lobeand adjacent posterior parieto-occipital regions. New York: W.H. 913). Syndromes arising fromarterial disease in the two divisions form the basis for most of theconcepts regarding disturbed language disorders known as aphasia (Mohr,1989, p. These individuals mayhave trouble finding the right words or may stammer or pause beforeanswering direct questions. This disorder is also often difficult to diagnose or even define.Although educators look for a gap between reading ability and IQ score,such a gap may not always indicate dyslexia. Dyslexics' performance varies from dayto day. Left brain, right brain (3rded.). The most often used definition of aphasia is based on the classicview, in which the front half of the brain performs motor or executivefunctions, and the back half sensory or receptive functions, with the tworegions connected by pathways in the white matter. The social and emotional effects ofdyslexia. Information from the associationcortex of the occipital lobe on both sides of the brain is then transmittedto the left angular gyrus, which caps the posterior extent of the superiortemporal gyrus. Muchresearch still needs to be done before learning disorders will be fullyunderstood by the scientific community and by educators. Disturbances in speech and language usually result from lesions inthe region of the sylvian fissure of the dominant hemisphere. Their immaturity may make them awkward in socialsituations. They may be physically and socially immature incomparison to their peers, which can lead to a poor self-image and lesspeer acceptance. Although experts have written a lot recently about left and rightbrain functions (Springer & Deutsch, 1989), a reversal of brain asymmetryalone is not sufficient to produce dyslexia. So are medications and special diets, although dyslexic childrenmay benefit from pharmacotherapy for their attention-deficit disorders(Rumsey, 1992, p. Alexia with agraphiaalmost always involves damage to the angular gyrus (Springer & Deutsch,1989, p. A. The fartherfrom this zone the lesion occurs, the less the disturbance in speech andlanguage. They may alsostem from an imperfect knowledge of linguistic associations, rather thanfrom perceptual confusion. This contrasts withthe marked asymmetry usually seen in this structure, which is larger on theleft side of the brain in 65 percent to 75 percent of the population(Rumsey, 1992, p. Social and emotional difficultiesoften accompany individuals with learning disorders. Dyslexia is more like hypertension, occurring along acontinuum with gradations or degrees. 37). Dyslexia is not characterized by uncertain handpreference. 69). Disorders of reading and writing fit into two main categories:alexia with agraphia (inability to read and write), and alexia withoutagraphia (inability to read but ability to write). At the other end of thespectrum are theories that anatomic disconnections from lesions lyingbetween intact language areas and intact cerebral regions are responsiblefor processing sensory input. 68). Thesevariations produce a roller coaster effect: at times, they canaccomplish tasks far beyond the abilities of their peers, and, at the nextmoment, they may be confronted with a task that they cannot accomplish. This inconsistency is confusing notonly to the dyslexic but also to others. Rowland(Ed.), Merritt's Textbook of Neurology (8th ed.) (pp. The incidence of dyslexia inthe population is from 1 percent to 3 percent; brain-asymmetry reversal ismuch more frequent. 912-915.Ryan, M. ReferencesFackelmann, K. Few neuropathologic studies of dyslexia exist because of the limitedavailability of autopsy specimens in early-onset, nonlife-threateningdisorders. For example, althoughmost dyslexic preschoolers are happy and well adjusted, their emotionalproblems begin when early reading instruction does not match their learningstyle (Ryan, 1992, p. 36). Many dyslexicindividuals use context in written material to help them decode individualdifficult words. Freeman.----------------------- 6 Visual spatial deficitsdo not underlie dyslexia. This is also true for individuals withother learning disorders. Alexia without agraphia is an astonishing condition becausean individual having this disorder can write a sentence properly, either bydictation or spontaneously, but when this writing is shown to theindividual, he or she cannot read it. They may view past events in reversesequences; therefore, it may take a dyslexic child longer to learn from hisor her mistakes. These features occur in normal development in beginning readersand characterize low reading levels rather than a disorder. Dyslexics become fearful because of constant frustration andconfusion in school. Some days reading may become easy. While a minority of dyslexic children showvisual perceptual deficits, the great majority show language deficits.Backward, or mirror, writing and letter reversals are not characteristic ofdyslexia. The purpose of this research is to discuss developmental readingdisorders. In addition, if an adult asks him to relay what happenedduring a certain event and the dyslexic child reverses the sequence ofevents, it may appear that he is lying. This region is critical to phonological coding, or thetranslation of written language into its speech sound equivalent (Rumsey,1992, p. Another day, they may bebarely able to write their own name. 912). 68-71.Springer, S. 913). Dyslexia: New twist on "wordblindness." Science News, pp. These feeling are exacerbated by the inconsistenciesof dyslexia; since they cannot anticipate failure, entering new situationsbecomes anxiety provoking. The combination of thesetwo disconnections causes subcortical sensory aphasia. (1989). (1992, August 19). A study of four consecutive dyslexic men, of whom three hadhistories of language delay and one had a history of seizure, reportedconsistent findings. Some, such asdyslexia, are difficult to diagnose. Dyslexia suffers from many misconceptions. These reading deficits interferewith academic achievement or activities of daily living and are not fromdefects in vision or hearing or an acquired neurologic disorder (Rumsey,1992, p. Interruption of these pathways produces transcortical sensoryaphasia, in which words heard are repeated aloud or copied withoutcomprehension, or transcortical motor aphasia, in which words can berepeated and words copied but no spontaneous communication by conversationor writing occurs. This disorder is called anagnosia for the individual stimulus. (1992, January 18). Dyslexic children may also performtasks more erratically than other children. Education Digest, pp. 36-37.Mohr, J. Anxiety is the most frequent emotional symptom reported by dyslexicadults. They maybe oblivious to the amount of personal distance necessary in socialinteractions or insensitive to other people's body language (Ryan, 1992, p.68). Most right-handed people andmost left-handed people are left-hemisphere dominant for speech andlanguage. During reading, the visual cortex receives information, and someanalysis of the word form occurs there. P. Right-hemisphere dominance for speech and language in a right-handed person is rare. 9). Frontal lesions causemotor aphasia, posterior lesions cause sensory aphasia, and thoseinterrupting the pathways between the frontal and posterior regions causeconduction aphasia. 183). The sylvian fissure comprises the opercular and insular regions,which are supplied by branches of the left sylvian artery. From existing data, however, individuals withreversals in brain asymmetry are at five times greater risk for dyslexiathan are other individuals (Springer & Deutsch, 1989, p. Dyslexia is defined as a marked impairment in thedevelopment of reading skill compared to that expected on the basis of theindividual's education and intelligence. Dyslexia may affect oral language functioning. M. This formulation envisions a loop with its afferentportion from the eyes and ears through the visual and auditory system, anintra-hemispheral portion through the white matter connecting the temporalwith the frontal lobes and its efferent portion from the frontal lobes toits mouth and hand which, in its simplest function, permits words heard tobe repeated aloud and words seen to be copied manually.

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