Why is Dyslexia So Misunderstood? Part Two

 
 

In the last blog, we asked why dyslexia is so misunderstood and mishandled today. We discussed dyslexia research and the most basic definition of dyslexia, which is experiencing trouble with the written word. We used the analogy of a tree to discuss the simplest and lowest level, the leaves, which correlate to the written words we see on a computer screen or page of a book.

A child with dyslexia is unable to make sense of those words, and the typical explanations of dyslexia are too simplistic. Let’s take the next level of our tree and talk about how your child’s eyes, ears, and head affect his or her dyslexia.

Level Two: Branches and Leaves
Using the tree analogy, the second level of understanding and reversing dyslexia involves not only the leaves (the words), but also the branches (eyes that see words, ears that hear words, and head and neck that support and protect). Dyslexia research at level two asks why the eyes and ears have a problem with words.

The problem may be as simple as a need for glasses or removal of earwax to facilitate seeing and hearing, or it may go deeper. As children grow, each developmental step must occur at the correct time for proper function of the eyes and ears. It’s much like taking a journey in a car. If you keep taking wrong turns, you may never reach your destination, or you may arrive late. If your car breaks down, you may not get there.

Fortunately, we have several approaches to remedy visual and auditory issues. In Developmental Optometry, your child’s eyes are examined to see how well they work together and focus. After the test, you’re given a list of vision therapy exercises to do at home or at the doctor’s office to help the eyes function correctly. You may hear the doctors who perform this vision therapy called pediatric optometrists or behavioral optometrists.

Amazingly, colored eyeglasses help with a type of dyslexia known as Scotopic Sensitivity Syndrome (SSS) or Irlen Syndrome. In SSS, the words move around the page, making them difficult to read. When a child reads through the correct color of glasses, called Irlen colored glasses or contact lenses, the eyes calm down, and he or she can read without the words jumping around.

Children with dyslexia may find it difficult to analyze and understand sounds even though their ears hear normally. A French doctor, Alfred Tomatis, determined the voice and brain cannot reproduce a sound the ear can’t hear. In addition, one can hear but not be able to truly listen. The Tomatis Method helps the brain learn to listen and improve its ability to decipher the auditory message.

Advanced Brain Technologies (ABT) has a listening program to help improve listening and rewire the brain using the principles of neuroplasticity. Lindamood-Bell may improve auditory skills through phoneme awareness, or distinguishing the sounds within words. Magnetic resonance imaging (MRIs) has shown changes in the brain after Lindamood-Bell training.

This second level of “branches and leaves” is more solution oriented than looking at the first level only. However, level two occurs in isolation. It lacks synchronization with other body systems to improve dyslexia. Books Neural Therapy™ is a holistic, synchronized system to reverse dyslexia by working with the entire tree rather than one part only.bnthover

If you’d like more information about Books Neural Therapy™, please contact me today for a no-charge consultation.

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