Interventions for Literacy

Relevant Learning Disorder: Dyslexia

Definition

"Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction..." (Lyon, Shaywitz, & Shaywitz, 2003, p.2)

Neural Signature

During reading activities, dyslexia's neural signature appears to be decreased activation of parietotemporal system and occipitotemporal system sites associated with reading (which are typically found in the left hemisphere of the brain), and overactivation of a left hemisphere frontal region site also associated with reading (based on a study by Shaywitz et al., 2002).

Image (below). Dyslexia's neural signature. Three neural systems related to reading are typically activated during reading activities in the nonimpaired brain (left). The dyslexic brain (right) shows the disorder's "neural signature": overactivation of the singular anterior reading system, and underactivation of the two posterior regions. Image from Shaywitz & Shaywitz (2008).

Additional Consideration: Dyslexia, Reading, and Attention

Contrary to previously accepted beliefs, Shaywitz & Shaywitz (2008) substantiate their claim that attentional mechanisms may play a role in the reading process by highlighting neural networks that reading and attention share. They also suggest that targeting attention as one component of treating dyslexia may assist dyslexic readers in not only learning to decode words, but in learning to decode them more fluently and automatically.

Specific Treatment Programs/Approaches Targeting Literacy

Lindamood-Bell's Seeing Stars ® Program: Focuses on improving symbol imagery (the ability to visualize the letters that comprise words).
Orton-Gillingham approach to reading: Can be a means of teaching reading to all students, not only for use as a remedial intervention. Multi-sensory, highly structured, builds upon a foundation of phoneme-grapheme correspondence.
Wired for Reading program: Multi-sensory, highly structured. Not only builds upon a foundation of phoneme-grapheme correspondence, but also teaches students simplified aspects of linguistics and etymology as a means of dissecting patterns in English spelling and frequently occurring morphemes.
SPELL-Links™ family of products: Addresses spoken language first (sound structures and combinations) before progressing to mental representations of words/orthography, then adds semantics and morphology to address the meanings of words.

My take-aways from these programs/approaches:

Reading deficits can be caused by impairment(s) in a variety of areas including attention, phoneme-grapheme correspondence, and semantic understanding. Thus a student's capabilities in all of these areas should be taken into account and targeted as necessary. Multi-sensory approaches can aid learning, and any approach to remediating a literacy impairment should ideally "build up" in a logical manner. Don't be afraid to teach students linguistics and etymology if they prove to be useful tools! Finally, bear in mind that understanding spoken sounds can prove a crucial step towards deciphering written words.

References

Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003). A definition of dyslexia. Annals of Dyslexia,

53(1), 1-14.

Shaywitz, B., Shaywitz, S., Pugh, K., Mencl, W., Fulbright, R., Skudlarski, P., et al. (2002).

Disruption of posterior brain systems for reading in children with developmental dyslexia.

Biological Psychiatry, 52, 101-110.

Shaywitz, S.E., & Shaywitz, B.A. (2008). Paying attention to reading: The neurobiology of

reading and dyslexia. Development and Psychopathology, 20, 1329-1349.

doi:10.1017/S0954579408000631

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