In my previous neuroeducation post, I briefly outlined the latest scientific research which shows that learning actually changes the shape of the brain, allowing specific areas in the brain to grow or change and how most importantly this brain growth can be accelerated to improve learning and memory using certain approaches to teaching.
Neuroeducation also encompasses the study of common conditions such as brain injury, dyslexia, hyperactivity attention deficit disorder, learning disability, malnutrition, stuttering and indeed depression and anxiety disorder.
Today let’s take a look at one of these conditions in more detail.
Dyslexia rules KO
Research has shown that children with dyslexia suffer from two specific problems: trouble analyzing and processing sound (phonology) and difficulties with rapid naming of objects.
Early intervention particularly with phonological therapies – before the child gets into trouble in school – appears to prevent dyslexia. The old idea was that dyslexia was somehow a hole in brain – a mental deficit – is not the case. These children appear to be just on the low end of an ability to learn to read instead of having some problem in their brains in much the same way as those children who find difficulty learning a musical instrument.
The problem for dyslexic children is that unlike learning a musical instrument, learning to read is regarded by society as an essential skill – thus putting these kids on the back foot. The good news is that early detection and treatment for dyslexia is available and better and more effective treatments are being developed as we speak.