In “Dyslexia, Dysgraphia, Procedural Learning and the Cerebellum,” Roderick Nicolson and Angela Fawcett present a fascinating and, to me, strong argument for unifying theoretical views of dyslexia and dysgraphia. To be sure, their analysis is preliminary and basic, but my first read left me feeling as if they’d hit lots of good points. They’ve emphasized impairment of automatic procedural learning in the cerebellum at the level of neural circuits, but in dysgraphia the problems are with motor circuits and in dyslexia they are in the language circuits. In developing their case, they integrate a broad range of neurological and psychological research.
In this review we focus on the developmental disorders of dyslexia (a disorder of reading) and dysgraphia (a disorder of writing), considering their commonalities and differences with a view to reflecting on the theoretical implications. Interest in dysgraphia was stimulated by the distinction between phonological and surface dyslexia (Castles and Coltheart, 1993), which claimed that orthographic problems (spelling) were separable from phonological reading problems. While this distinction has received mixed support ([Snowling et al., 1996] and [Stanovich et al., 1997]) it led to a fruitful analysis not only of the underlying causes of orthographic difficulties, but also to the widespread recognition of developmental difficulties in handwriting control ([Deuel, 1995], [Manis et al., 1996] and Sprenger-Charolles et al., 2000 L. Sprenger-Charolles, P. Cole, P. Lacert and W. Serniclaes, On subtypes of developmental dyslexia: Evidence from processing time and accuracy scores, Canadian Journal of Experimental Psychology-Revue Canadienne De Psychologie Experimentale 54 (2000), pp. 87–104. Abstract | Full Text via CrossRef[Sprenger-Charolles et al., 2000]). The result of this theoretical and empirical progress is that there are two usages of the term dysgraphia. One takes dysgraphia to refer to errors of writing that are analogous to errors in reading (e.g., surface, phonological or deep dysgraphia corresponding to surface, phonological and deep dyslexia), the other relating to difficulties in handwriting control. Furthermore, despite these attempts at differentiation, there remains some controversy in the literature as to whether motor difficulties in handwriting should be subsumed under the label dyslexia.
Continue reading ‘Procedural learning theory of dyslexia and dysgraphia’
Sandy Hausman, Charlottesville (VA, US) reporter for WVTF (one of the local public radio stations available in my listening area), carried a story about LearningRx and Learning Disabilities this morning. Unlike the credible coverage provided by many reporters for popular-but-unproven therapies for LD and other disorders, Ms. Hausman provided a sensible and balanced story about LearningRx. Here’s the blurb from WVTF’s Web site
Americans spend millions of dollars keeping our bodies in shape. Now a Charlottesville man is offering a workout for the brain. His center–part of a nationwide franchise–promises to help children and adults improve their concentration, memory, reasoning, and other mental skills. Sandy Hausman has the story.
Unlike many reporters who too-often fall for pop-psych and pop-ed theories (as regularly noted in other posts here on LD Blog), Ms. Hausman gets many facts right (e.g., prevalence of LD), phrases her report carefully (describes LearningRx reports as “internal studies”), includes appropriate caveats along with personal-interest angles, and even incorporates alternative explanations from the experts she interviews.
This is an example of journalism done better. Listen to an MP3 of Ms. Hausman’s report and explore WVTF.org.
Over on SpedPro.org I’ve posted a note about a research program sponsored by the International Dyslexia Association (IDA) to examine the effects of multisensory structured-language reading instruction. Skip over there to check on it.
In “From illiterate to role model” Carla Rivera provides one of those examples worth passing along to others. Ms. Rivera, who reports for the Los Angeles Times, described the case of John Zickefoose, a man who at 30 years of age was not able to read to his own children, read their report cards, read prescription labels, or to order from a menu. As a boy he was diagnosed as having dyslexia but, after adult literacy studies, he participates in book clubs, writes his own speeches, and is an advocate for his local library.
Now, as Ms. Rivera reported, Mr. Zickefoose will serve as a member of his local school board.
Continue reading ‘A success story’
In what will be his last guest column for the Washington Post education column, “The Answer Sheet,” cognitive psychologist Dan Willingham advises people to be skeptical about the poppycock that masquerades as scientific advice about brain-based education. Under the headline “Willingham: 3 brain facts every educator should know,” Professor Willingham explains clearly and with the force of evidence and plain, ordinary reason why “most of what you see advertised as educational advice rooted in neuroscience is bunkum.”
Professor Willingham contends that there are three facts educators should know.
Continue reading ‘Willingham making sense of brain research’
The RTI Action Network published a paper by Jack Fletcher about identification of Learning Disabilities in the context of response to instruction (or intervention; RTI). Professor Fletcher, who has been a leading proponent of RTI since the 1990s, makes a strong case for the importance of examining instruction as a part of determining eligibility for LD services.
Continue reading ‘Fletcher paper about identifying LD’
Los Angeles (CA, US) Unified School District has refused an offer by chef Jamie Oliver, who has received the Most Excellent Order of the British Empire, to collaborate on a television production about improving school food service, according to Mary MacVean, of the Los Angeles Times. For those who are wondering why on Earth they are reading this lead on LD Blog, alert readers will remind them of a 2009 post on here that noted Mr. Oliver’s accomplishments in the culinary world as well as his connection to the world of Learning Disabilities through his own dyslexia.
Continue reading ‘Cooking something up’
Darsheel Safary as Ishaan
Those who remember Taare Zameen Par will find Like Stars on Earth very familiar. For others, who are familiar with the usual stories about children with disabilities who benefit from concern on the part of a
caring adult, the story will be familiar, too. I remark on it here as a reminder about Dyslexia Awareness Month and ’cause I’m sometimes a sucker for smaltzie uplifting stories.
Continue reading ‘TZP is “Like Stars on Earth”’
Check out the fine slate of workshop sessions available to registered guests at the annual “Bridging the Gap Between Research and Practice” meeting of the Division for Learning Disabilities, which is to be held in Baltimore (MD, US) 29 and 30 October. Of course, I am biased, but I consider this one of the outstanding professional development opportunities of the year in learning disabilities, including the more specific disabilities such as dyslexia, dyscalculia, dysgraphia, and so forth (as well as related disorders such as attention-deficit hyperactivity disorder).
Continue reading ‘DLD fall conference is just around the corner’
The British Dyslexia Association (BDA) opened a call for proposals for its 8th BDA International Conference, Dyslexia: Beyond Boundaries, to be held 28-30 April 2011. Abstracts may be submitted through the BDA Web site.