Aphasia disorders usually develop quickly as a result of head injury or stroke, but can develop slowly from a brain tumor, infection, or dementia, or can be a learning disability such asdysnomia.
The area and extent of brain damage determine the type of aphasia and its symptoms. Aphasia types include expressive aphasia, receptive aphasia, conduction aphasia, nominal aphasia,global aphasia, primary progressive aphasias and many others (see Category:Aphasias).
Medical evaluations for the disorder range from clinical screenings by a neurologist to extensive tests by a Speech-Language Pathologist.
Most aphasia patients can recover some or most skills by working with a Speech-Language Pathologist. This rehabilitation can take two or more years and is most effective when begun quickly. Only a small minority will recover without therapy, such as those suffering a mini-stroke. Patients with a learning-disorder aphasia such as dysnomia can learn coping skills, but cannot recover abilities that are congenitally limited.
Improvement varies widely, depending on the aphasia's cause, type, and severity. Recovery also depends on the patient's age, health, motivation, handedness, and educational level.
Damage to a region of the motor association cortex in the left frontal lobe (Broca's area) disrupts the ability to speak. It causes Expressive aphasia, a language disorder characterized by slow, laborious, non-fluent speech.
Classification
Classifying the different subtypes of aphasia is difficult and has led to disagreements among experts. The localizationist model is the original model, but modern anatomical techniques and analyses have shown that precise connections between brain regions and symptom classification don't exist. The neural organization of language is complicated; language is a comprehensive and complex behavior and it makes sense that it isn't the product of some small, circumscribed region of the brain.
No classification of patients in subtypes and groups of subtypes is adequate. Only about 60% of patients will fit in a classification scheme such as fluent/nonfluent/pure aphasias. There is a huge variation among patients with the same diagnosis, and aphasias can be highly selective. For instance, patients with naming deficits (anomic aphasia) might show an inability only for naming buildings, or people, or colors.
Other ways to classify aphasia
Aphasia can also be classified as
- Receptive
- Intermediate
- Expressive
Receptive aphasias can be subdivided into
A - pure word deafness (patient can hear but not understand words)
B - alexia (the patient cannot understand written words)
C - visual asymbolia (written words are disorganized and can not be recognized).
B - alexia (the patient cannot understand written words)
C - visual asymbolia (written words are disorganized and can not be recognized).
Intermediate - also called nominal amnestic aphasia.
Expressive aphasia also known as Broca's aphasia or cortical motor aphasia (patient has difficulty in putting his thoughts into words)
Fluent, non-fluent and "pure" aphasias
The different types of aphasia can be divided into three categories: fluent, non-fluent and "pure" aphasias.
- Fluent aphasias, also called receptive aphasias, are impairments related mostly to the input or reception of language, with difficulties either in auditory verbal comprehension or in the repetition of words, phrases, or sentences spoken by others. Speech is easy and fluent, but there are difficulties related to the output of language as well, such as paraphasia. Examples of fluent aphasias are: Receptive aphasia, Transcortical sensory aphasia, Conduction aphasia, Anomic aphasia
- Nonfluent aphasias, also called expressive aphasias are difficulties in articulating, but in most cases there is relatively good auditory verbal comprehension. Examples of nonfluent aphasias are: Expressive aphasia, Transcortical motor aphasia, Global aphasia
- "Pure" aphasias are selective impairments in reading, writing, or the recognition of words. These disorders may be quite selective. For example, a person is able to read but not write, or is able to write but not read. Examples of pure aphasias are: Pure alexia, Agraphia,Pure word deafness
Primary and secondary aphasia
Aphasia can be divided into primary and secondary aphasia.
- Primary aphasia is due to problems with language-processing mechanisms.
- Secondary aphasia is the result of other problems, like memory impairments, attention disorders, or perceptual problems.
Primary progressive aphasia (PPA)
Primary progressive aphasia (PPA) is associated with dementia which is the gradual process of losing the ability to think. It is characterized by the gradual loss of the inability to name objects. People suffering from PPA may have difficulties comprehending what others are saying. They can also have difficulty trying to find the right words to make a sentence. There are three classifications of Primary Progressive Aphasia : Progressive nonfluent aphasia (PNFA), Semantic Dementia (SD), and Logopenic progressive aphasia (LPA)[
Progressive Jargon Aphasia is a fluent or receptive aphasia in which the patient's speech is incomprehensible, but appears to make sense to them. Speech is fluent and effortless with intact syntax and grammar, but the patient has problems with the selection of nouns. They will either replace the desired word with another that sounds or looks like the original one, or has some other connection, or they will replace it with sounds. Accordingly, patients with jargon aphasia often use neologisms, and may perseverate if they try to replace the words they can't find with sounds.
Isolation aphasia
Isolation Aphasia also known as Mixed Transcortical Aphasia is a type of disturbance in language skill that causes the inability to comprehend what is being said to you or the difficulty in creating speech with meaning without affecting the ability to recite what has been said and to acquire newly presented words. This type of aphasia is caused by brain damage that isolates the parts of the brain from other parts of the brain that are in charge of speech. The brain damages are caused to left temporal/parietal cortex that spares the Wernicke's area. Isolation aphasia patients can repeat what other people say, thus they do recognize words but they can't comprehend the meaning of what they hear and repeat themselves. However, they can not produce meaningful speech of their own.
Cognitive neuropsychological model
The cognitive neuropsychological model builds on cognitive neuropsychology. It assumes that language processing can be broken down into a number of modules, each of which has a specific function. Hence there is a module which recognises phonemes as they are spoken and a module which stores formulated phonemes before they are spoken. Use of this model clinically involves conducting a battery of assessments (usually from the PALPA, the "psycholinguistic assessment of language processing in adult acquired aphasia ... that can be tailored to the investigation of an individual patient's impaired and intact abilities" each of which tests one or a number of these modules. Once a diagnosis is reached as to where the impairment lies, therapy can proceed to treat the individual module.
Signs and symptoms
People with aphasia may experience any of the following behaviors due to an acquired brain injury, although some of these symptoms may be due to related or concomitant problems such as dysarthria or apraxia and not primarily due to aphasia.
- inability to comprehend language
- inability to pronounce, not due to muscle paralysis or weakness
- inability to speak spontaneously
- inability to form words
- inability to name objects
- poor enunciation
- excessive creation and use of personal neologisms
- inability to repeat a phrase
- persistent repetition of phrases
- paraphasia (substituting letters, syllables or words)
- agrammatism (inability to speak in a grammatically correct fashion)
- dysprosody (alterations in inflexion, stress, and rhythm)
- incomplete sentences
- inability to read
- inability to write
- limited verbal output
- difficulty in naming
DYSLEXIA
Causes
There are hereditary factors that predispose to this disorder.However, still unclear which other factors may be involved in the course of the disorder, such as genetics, difficulties in pregnancy or childbirth, brain injuries, emotional, spatial deficits or problems in terms of sequential targeting, visual perception or adaptive difficulties at school.Field studies have found neurological differences in the angular gyrus, (brain structure located in the parietal lobe of the left cerebral hemisphere), between dyslexics and control groups. Similar studies have shown that there is a poor run of this brain region.Other theories of more minority medical field to associate the right brain, which would be responsible for processing visual information, performs its task at a slower speed than the left side, responsible for language processing, or that there is a bad connectioninterhemispheric.Also, from the field of psycholinguistics, has been one of the core deficits in dyslexia, especially in younger children, phonological awareness is low. Phonological awareness is the knowledge that people have to divide the speech and writing in smaller and smaller structures. This is consistent with neurological studies discussed above, since deficits were observed in these subjects who have suffered a brain injury in the angular gyrus.TYPESFirst distinctionSome authors distinguish between the concepts of acquired dyslexia, dyslexia and reading retardation.Acquired dyslexia is one that ensues after a brain injury specific, while dyslexia is what occurs in patients that inherently have difficulties to reach a correct reading skills, for no apparent reason to explain. For its part, the delay reader is a reader disorder motivated by specific causes: Reading surface, poor schooling, and so on.Another very important distinction that confirmed Bowers and Wolf (1999.2000) follows from well known but often ignored: not all people get better with the same treatment (traditionally associated with a phonological deficit), even within apparently homogeneous group of dyslexia (dyslexic evolutionary, for example). This is because dyslexia can be caused either by phonological deficits, or in a slow processing speed (the latter individuals have trouble decoding many types of information, not just written text). A third type would be "twin deficits". They have the biggest problems reading because they fulfill both problems, and phonological processing speed. Depending on the predominant symptomSurface dyslexia: is one in which the individual uses predominantly visual route to reading the words. The visual path is one that allows us to read as a whole (without dividing the word into parts) familiar words. This leads to difficulties in all the unfamiliar words or invented. Lexicalization errors are made (wolf / lopo), derivatives (calculator / compute) and visual errors (pear / penalty). Have longer reaction time in reading pseudowords while presenting difficulty in reading thereof.Phonological dyslexia: is one in which the individual uses predominantly the phonological route. The phonological route is one that allows us to read regular words from smaller segments, (syllables). However subjects with this type of dyslexia have problems in those words whose writing does not correspond directly with their pronunciation (homophones), this situation is primarily Anglicisms as hall, thriller or bestseller. In Castilian these words are rare (hello, wave), as the language clear (transparent languages are ones in which a grapheme can correspond to only one phoneme, ie, that always correspond directly and uniquely script with pronunciation ) ... except all those "U" seedlings that are written by the "g" and "q" and the phonemes represented by more than one letter g / j, k / c / qu, ll / y, b / v, or c / z. Regularization mistakes, repetition, correction, hesitation, syllabication and accentuation errors, with a slow reading. Present no difficulty in reading pseudowords.This classification comes mainly from studies with Anglo-speaking population. English is a language very little transparency, which have a surface-type dyslexia very difficult process of reading and writing. However this type of dyslexia in the Spanish population would have little impact on daily life of the subject and would hardly diagnosable. This could explain the existence of studies linking the prevalence of dyslexia to non-transparency of language: the spelling of a language that would not exist more or less dyslexic (which would be against the genetic hypothesis of the disorder) but would facilitate diagnosticasen are predominantly cases of dyslexia surface, which does not occur in populations of transparent languages.Other disorders in learning disabilities (LD)Agraphia: writing-related disorderDyscalculia: disorder related to arithmetic skillsDismapiaModerate aphasia Disperflexia covering a spectrum of disorders. According to the time of diagnosisSpecific dyslexia, that is manifested in the learning period of reading.Understanding dyslexia, that manifests itself in periods after learning to read and do not allow optimal understanding what they read.One objection to this classification would be that dyslexics may not be understanding rather than specific undiagnosed dyslexic. It could be that due to different causes, such as high intelligence, had compensated or masked the disorder until the growing demand for understanding of academic texts have laid bare their disorder.Study
Neurolinguistics and psycholinguistics are responsible for studying dyslexia. Applied science that studies the psychology treatment is.Professionals who study it are usually graduates specializing in brain and learning such as neuropsychologists and psychologists of learning / educational psychologists (psychology).Treatment of dyslexia should be done by professionals, such as the foregoing speech therapists (Speech Pathology) or teachers specializing in learning disabilities, being generally preferable to the first group (neuropsychologists and psychologists) for their older years training.Course of dyslexia
Age at diagnosis and duration of the disturbanceThe signs of dyslexia may change as the child grows. In general, these conditions are seen first when the subject is learning to read, although they may be dormant much earlier. At the same time it may be that dyslexia is not diagnosed until many years later. For example it is common for children who have a high IQ, and compensate this condition goes unnoticed until the demands of school increase understanding.There is debate about whether the disturbance lasts a lifetime and minimizing their consequences only or if it disappears due to treatments. However there is agreement that the earlier rehabilitation work begins, the lower will be the consequences.It is also important to understand that this disorder brings significant difficulties in daily life, but they are located in a specific domain (reading and writing), while there are no difficulties in other domains. In general the disorder, but imposes certain limitations after passing the school year, enables a normal life. Course of dyslexia evolutionaryFrom 3 to 5 years, the dyslexic child may have delayed development of speech and pronunciation difficulties, though not always have to have difficulties with oral language. Some authors also claim that may appear difficult to learn and memorize routines numbers, letters, days of the week, music or colors, difficulties with the handling of their clothing (buttoning or zipping, etc.). However, there is controversy over whether this is more typical of dyslexia or other learning disabilities.This period is important to note how the requirements are learning reading and writing. Although it is rare to diagnose dyslexia subjects before the start of the school years, when just reading tasks have faced.Between 6 and 8 years, the biggest complication is presented in association grapheme-phoneme (letter-sound). Other difficulties are more rarely in the literature are difficulties in spatial logic operations and memory sequentially. In some cases began to appear in other academic deficits, such as mathematics (dyscalculia). In most cases this is not primary but dyscalculia is due to difficulties in understanding the problem statements.In this same age range and up to 11 years or so, the child may confuse the numbers, letters or changing their order in words, has difficulty in pronouncing the words you read and have difficulty understanding the readings .Subsequently and until adulthood are the most important difficulties in reading comprehension and are greater the more complex the text to read.Cognitive explanation of evolution symptomatic of dyslexiaFrom the psychological paradigm of information processing explain these difficulties because people without dyslexia automate processes that people with the disorder have difficulty automate.For these theories, the brain has limited processing capabilities and if these are exceeded, the process is slow or even make mistakes. So young children read slowly, make mistakes in the decoding grapheme-phoneme (letter-sound) and have great difficulty understanding. They also have a harder time with those less familiar words or longer for these more demanding cognitive resources. Later, as children are automating the mechanical reader are increasingly devoting resources to understand the text, and finally even this is largely automated.In subjects with dyslexia this automation is to a lesser extent so far longer make mistakes, and even as adults, when the eye speed and accuracy of reading seem correct mechanics have difficulty understanding the continued use of the most of its resources in the grapheme-phoneme decoding. Also adults with dyslexia is common to continue making more errors and are slower than the control groups in reading words invented or rare.Treatment of Dyslexia
Long ago the treatment of dyslexia was anchored in the idea of strengthening the area of laterality, spatial orientation, the motor graph, time orientation and seriation. However, at present these treatments are virtually abandoned.There is now a lot of material specific to the prevention of dyslexia, understood as a compilation of ideas for improving their teaching.These include the use of materials prepared by the teacher, thus contributing to more individualized instruction needed by students with dyslexic traits. This specific material is usually structured in order of difficulty and also ages.1General information about treatmentsMaximum that should guide the treatment is the "overlearning." That is, re-learn reading and writing, but adapting the rhythm to the possibilities of the child. We must also take into account both at school and at home, for a dyslexic child homework you will spend more time and effort than any other child, making them sometimes hard work and heavy, and therefore, a task which causes frustration and rejection. Therefore, re-education is important to find activities that are motivating to the child bringing you a more playful literacy.Furthermore, the treatment will depend on the age and developmental stage of the child. The need for this separate treatment is very close to changes in the course of the disorder.Treatment at different agesThus, in children's courses will be essential as a preventive influence, and so on all children, in reading requirements. Among them will be key in increasing phonological awareness. This will use oral materials (not yet started reading), in which children must create rhymes, derived words, divide words into syllables, etc..Between 6 and 9 years, the goals are on the one hand increase phonological awareness, oral and written, and secondly to improve the automation of the mechanical reader. For the former, resources will be used similar to the previous stage, for the latter will try to get the child to practice as much as possible read aloud. Both now and in the later, it is essential that the subject read as much as possible as a way to improve their skills. However this is no easy task, since the child or adult with dyslexia to read you may find it very stressful and unpleasant. It will therefore be essential to find texts appropriate to the age and interests of the subject and motivate you so that you read it an attractive activity. Along the same line will also be crucial to raise awareness among parents and teachers in this age of the child's difficulties, so that will not be required beyond their capabilities or feel inferior to their peers.From the age of 10 is found to be difficult to increase phonological awareness and reading automation. From this time the goals will be different, looking primarily teaching reading comprehension strategies (search for key words, underlining, summary, etc.).Compensation strategiesIt will be the last stage (from age 10) where interesting to consider strategies to compensate for the deficits, in addition to rehabilitation. Compensation strategies are those that deficit without changing the subject's capabilities make it easy to adapt to everyday life relying on their strengths.Some tools can help calculators, voice, data tables or the presence of an adult helping with the oral reading of the study material. Word processors are also interesting to instantly correct many misspellings and typing help support custom dictionaries and words suggestive themes.Finally in recent years have seen software that can transform digital audio texts (digital voice) allowing the acquisition of knowledge through capacity preserved as oral language comprehension and auditory memory. These programs can help students both at school and at home with their homework, but it is also encouraging its use among professional adults in their working lives, using them to work more effectively.Controversial therapies in dyslexiaThere are many therapies that ensure fast or almost miraculous cures, which enjoy widespread in the world, and yet not have enough studies to support its usefulness or even be discouraged.The following therapies in the best case are currently not adequately supported by scientific studies, in other cases are based on assumptions that do not agree with the knowledge they currently have dyslexia. Before deciding on a treatment seems essential to learn from reliable sources as to whether it is proven effective.Amended text of "Journal of Neuroscience, 2000, 31 (4)"Optometric visual training (optometry) is based on the theory that dyslexia is caused by a defect of vision and consists of visual tracking exercises, binocular control, etc.. A clear and definite position regarding the non-use of visual training management beyond basic visual dysfunction was expressed in a joint statement issued by the Committee on Children with Disabilities, American Academy of Pediatrics and an ad hoc working group American Association of Pediatric Ophthalmology and Strabismus and the American Academy of Ophthalmology.Lens colors: it is based on theories of Irlen and although since the 80's this method has received considerable publicity as a treatment for dyslexia there is not enough scientific studies to prove its effectiveness.Cerebellar-vestibular training: based on theories that argue that the basic problem of dyslexia is actually a problem of the cerebellum and the ear (center of balance), and consists mainly of exercises to improve stability, or anti drugs -vertigo. There is no evidence to support this theory and proposed treatments.Sensory integration therapy: based on the theory that learning problems and motor problems are due to sensory integration deficits. It has been shown to be ineffective compared to other intervention programs.Feedback electroencephalographic (EEG Biofeedback) is based on the assumption that both dyslexia and other disorders (eg attention deficit / hyperactivity disorder) is abnormal brain function base. So proponents of this therapy believe that if you change the EEG patterns are also modified the external difficulties. In addition to its high cost studies have reported its usefulness so far are inadequate from the methodological point of view. The groups were small and without appropriate controls.Applied kinesiology (cranial osteopathy) suggests that dyslexia and learning disorders are secondary to a shift of temporal and sphenoid bones. so 'bone manipulation almost infinitesimal' correct the disability and the symptoms disappear. The 'cloacal reflexes' are described as being located in the anterior and posterior surface of the pelvis, these reflections focus pelvis supposed to coordinate the head and neck with the lower body through the visual righting reflexes and labyrinthine and tonic neck receptors. It has been proposed that the manipulation of these areas enhances pelvic dyslexia. This chiropractic (chiropractic) and osteopathic for learning disabilities is not based on any known research and some of its anatomical concepts do not match what is currently known
There are hereditary factors that predispose to this disorder.However, still unclear which other factors may be involved in the course of the disorder, such as genetics, difficulties in pregnancy or childbirth, brain injuries, emotional, spatial deficits or problems in terms of sequential targeting, visual perception or adaptive difficulties at school.Field studies have found neurological differences in the angular gyrus, (brain structure located in the parietal lobe of the left cerebral hemisphere), between dyslexics and control groups. Similar studies have shown that there is a poor run of this brain region.Other theories of more minority medical field to associate the right brain, which would be responsible for processing visual information, performs its task at a slower speed than the left side, responsible for language processing, or that there is a bad connectioninterhemispheric.Also, from the field of psycholinguistics, has been one of the core deficits in dyslexia, especially in younger children, phonological awareness is low. Phonological awareness is the knowledge that people have to divide the speech and writing in smaller and smaller structures. This is consistent with neurological studies discussed above, since deficits were observed in these subjects who have suffered a brain injury in the angular gyrus.TYPESFirst distinctionSome authors distinguish between the concepts of acquired dyslexia, dyslexia and reading retardation.Acquired dyslexia is one that ensues after a brain injury specific, while dyslexia is what occurs in patients that inherently have difficulties to reach a correct reading skills, for no apparent reason to explain. For its part, the delay reader is a reader disorder motivated by specific causes: Reading surface, poor schooling, and so on.Another very important distinction that confirmed Bowers and Wolf (1999.2000) follows from well known but often ignored: not all people get better with the same treatment (traditionally associated with a phonological deficit), even within apparently homogeneous group of dyslexia (dyslexic evolutionary, for example). This is because dyslexia can be caused either by phonological deficits, or in a slow processing speed (the latter individuals have trouble decoding many types of information, not just written text). A third type would be "twin deficits". They have the biggest problems reading because they fulfill both problems, and phonological processing speed. Depending on the predominant symptomSurface dyslexia: is one in which the individual uses predominantly visual route to reading the words. The visual path is one that allows us to read as a whole (without dividing the word into parts) familiar words. This leads to difficulties in all the unfamiliar words or invented. Lexicalization errors are made (wolf / lopo), derivatives (calculator / compute) and visual errors (pear / penalty). Have longer reaction time in reading pseudowords while presenting difficulty in reading thereof.Phonological dyslexia: is one in which the individual uses predominantly the phonological route. The phonological route is one that allows us to read regular words from smaller segments, (syllables). However subjects with this type of dyslexia have problems in those words whose writing does not correspond directly with their pronunciation (homophones), this situation is primarily Anglicisms as hall, thriller or bestseller. In Castilian these words are rare (hello, wave), as the language clear (transparent languages are ones in which a grapheme can correspond to only one phoneme, ie, that always correspond directly and uniquely script with pronunciation ) ... except all those "U" seedlings that are written by the "g" and "q" and the phonemes represented by more than one letter g / j, k / c / qu, ll / y, b / v, or c / z. Regularization mistakes, repetition, correction, hesitation, syllabication and accentuation errors, with a slow reading. Present no difficulty in reading pseudowords.This classification comes mainly from studies with Anglo-speaking population. English is a language very little transparency, which have a surface-type dyslexia very difficult process of reading and writing. However this type of dyslexia in the Spanish population would have little impact on daily life of the subject and would hardly diagnosable. This could explain the existence of studies linking the prevalence of dyslexia to non-transparency of language: the spelling of a language that would not exist more or less dyslexic (which would be against the genetic hypothesis of the disorder) but would facilitate diagnosticasen are predominantly cases of dyslexia surface, which does not occur in populations of transparent languages.Other disorders in learning disabilities (LD)Agraphia: writing-related disorderDyscalculia: disorder related to arithmetic skillsDismapiaModerate aphasia Disperflexia covering a spectrum of disorders. According to the time of diagnosisSpecific dyslexia, that is manifested in the learning period of reading.Understanding dyslexia, that manifests itself in periods after learning to read and do not allow optimal understanding what they read.One objection to this classification would be that dyslexics may not be understanding rather than specific undiagnosed dyslexic. It could be that due to different causes, such as high intelligence, had compensated or masked the disorder until the growing demand for understanding of academic texts have laid bare their disorder.Study
Neurolinguistics and psycholinguistics are responsible for studying dyslexia. Applied science that studies the psychology treatment is.Professionals who study it are usually graduates specializing in brain and learning such as neuropsychologists and psychologists of learning / educational psychologists (psychology).Treatment of dyslexia should be done by professionals, such as the foregoing speech therapists (Speech Pathology) or teachers specializing in learning disabilities, being generally preferable to the first group (neuropsychologists and psychologists) for their older years training.Course of dyslexia
Age at diagnosis and duration of the disturbanceThe signs of dyslexia may change as the child grows. In general, these conditions are seen first when the subject is learning to read, although they may be dormant much earlier. At the same time it may be that dyslexia is not diagnosed until many years later. For example it is common for children who have a high IQ, and compensate this condition goes unnoticed until the demands of school increase understanding.There is debate about whether the disturbance lasts a lifetime and minimizing their consequences only or if it disappears due to treatments. However there is agreement that the earlier rehabilitation work begins, the lower will be the consequences.It is also important to understand that this disorder brings significant difficulties in daily life, but they are located in a specific domain (reading and writing), while there are no difficulties in other domains. In general the disorder, but imposes certain limitations after passing the school year, enables a normal life. Course of dyslexia evolutionaryFrom 3 to 5 years, the dyslexic child may have delayed development of speech and pronunciation difficulties, though not always have to have difficulties with oral language. Some authors also claim that may appear difficult to learn and memorize routines numbers, letters, days of the week, music or colors, difficulties with the handling of their clothing (buttoning or zipping, etc.). However, there is controversy over whether this is more typical of dyslexia or other learning disabilities.This period is important to note how the requirements are learning reading and writing. Although it is rare to diagnose dyslexia subjects before the start of the school years, when just reading tasks have faced.Between 6 and 8 years, the biggest complication is presented in association grapheme-phoneme (letter-sound). Other difficulties are more rarely in the literature are difficulties in spatial logic operations and memory sequentially. In some cases began to appear in other academic deficits, such as mathematics (dyscalculia). In most cases this is not primary but dyscalculia is due to difficulties in understanding the problem statements.In this same age range and up to 11 years or so, the child may confuse the numbers, letters or changing their order in words, has difficulty in pronouncing the words you read and have difficulty understanding the readings .Subsequently and until adulthood are the most important difficulties in reading comprehension and are greater the more complex the text to read.Cognitive explanation of evolution symptomatic of dyslexiaFrom the psychological paradigm of information processing explain these difficulties because people without dyslexia automate processes that people with the disorder have difficulty automate.For these theories, the brain has limited processing capabilities and if these are exceeded, the process is slow or even make mistakes. So young children read slowly, make mistakes in the decoding grapheme-phoneme (letter-sound) and have great difficulty understanding. They also have a harder time with those less familiar words or longer for these more demanding cognitive resources. Later, as children are automating the mechanical reader are increasingly devoting resources to understand the text, and finally even this is largely automated.In subjects with dyslexia this automation is to a lesser extent so far longer make mistakes, and even as adults, when the eye speed and accuracy of reading seem correct mechanics have difficulty understanding the continued use of the most of its resources in the grapheme-phoneme decoding. Also adults with dyslexia is common to continue making more errors and are slower than the control groups in reading words invented or rare.Treatment of Dyslexia
Long ago the treatment of dyslexia was anchored in the idea of strengthening the area of laterality, spatial orientation, the motor graph, time orientation and seriation. However, at present these treatments are virtually abandoned.There is now a lot of material specific to the prevention of dyslexia, understood as a compilation of ideas for improving their teaching.These include the use of materials prepared by the teacher, thus contributing to more individualized instruction needed by students with dyslexic traits. This specific material is usually structured in order of difficulty and also ages.1General information about treatmentsMaximum that should guide the treatment is the "overlearning." That is, re-learn reading and writing, but adapting the rhythm to the possibilities of the child. We must also take into account both at school and at home, for a dyslexic child homework you will spend more time and effort than any other child, making them sometimes hard work and heavy, and therefore, a task which causes frustration and rejection. Therefore, re-education is important to find activities that are motivating to the child bringing you a more playful literacy.Furthermore, the treatment will depend on the age and developmental stage of the child. The need for this separate treatment is very close to changes in the course of the disorder.Treatment at different agesThus, in children's courses will be essential as a preventive influence, and so on all children, in reading requirements. Among them will be key in increasing phonological awareness. This will use oral materials (not yet started reading), in which children must create rhymes, derived words, divide words into syllables, etc..Between 6 and 9 years, the goals are on the one hand increase phonological awareness, oral and written, and secondly to improve the automation of the mechanical reader. For the former, resources will be used similar to the previous stage, for the latter will try to get the child to practice as much as possible read aloud. Both now and in the later, it is essential that the subject read as much as possible as a way to improve their skills. However this is no easy task, since the child or adult with dyslexia to read you may find it very stressful and unpleasant. It will therefore be essential to find texts appropriate to the age and interests of the subject and motivate you so that you read it an attractive activity. Along the same line will also be crucial to raise awareness among parents and teachers in this age of the child's difficulties, so that will not be required beyond their capabilities or feel inferior to their peers.From the age of 10 is found to be difficult to increase phonological awareness and reading automation. From this time the goals will be different, looking primarily teaching reading comprehension strategies (search for key words, underlining, summary, etc.).Compensation strategiesIt will be the last stage (from age 10) where interesting to consider strategies to compensate for the deficits, in addition to rehabilitation. Compensation strategies are those that deficit without changing the subject's capabilities make it easy to adapt to everyday life relying on their strengths.Some tools can help calculators, voice, data tables or the presence of an adult helping with the oral reading of the study material. Word processors are also interesting to instantly correct many misspellings and typing help support custom dictionaries and words suggestive themes.Finally in recent years have seen software that can transform digital audio texts (digital voice) allowing the acquisition of knowledge through capacity preserved as oral language comprehension and auditory memory. These programs can help students both at school and at home with their homework, but it is also encouraging its use among professional adults in their working lives, using them to work more effectively.Controversial therapies in dyslexiaThere are many therapies that ensure fast or almost miraculous cures, which enjoy widespread in the world, and yet not have enough studies to support its usefulness or even be discouraged.The following therapies in the best case are currently not adequately supported by scientific studies, in other cases are based on assumptions that do not agree with the knowledge they currently have dyslexia. Before deciding on a treatment seems essential to learn from reliable sources as to whether it is proven effective.Amended text of "Journal of Neuroscience, 2000, 31 (4)"Optometric visual training (optometry) is based on the theory that dyslexia is caused by a defect of vision and consists of visual tracking exercises, binocular control, etc.. A clear and definite position regarding the non-use of visual training management beyond basic visual dysfunction was expressed in a joint statement issued by the Committee on Children with Disabilities, American Academy of Pediatrics and an ad hoc working group American Association of Pediatric Ophthalmology and Strabismus and the American Academy of Ophthalmology.Lens colors: it is based on theories of Irlen and although since the 80's this method has received considerable publicity as a treatment for dyslexia there is not enough scientific studies to prove its effectiveness.Cerebellar-vestibular training: based on theories that argue that the basic problem of dyslexia is actually a problem of the cerebellum and the ear (center of balance), and consists mainly of exercises to improve stability, or anti drugs -vertigo. There is no evidence to support this theory and proposed treatments.Sensory integration therapy: based on the theory that learning problems and motor problems are due to sensory integration deficits. It has been shown to be ineffective compared to other intervention programs.Feedback electroencephalographic (EEG Biofeedback) is based on the assumption that both dyslexia and other disorders (eg attention deficit / hyperactivity disorder) is abnormal brain function base. So proponents of this therapy believe that if you change the EEG patterns are also modified the external difficulties. In addition to its high cost studies have reported its usefulness so far are inadequate from the methodological point of view. The groups were small and without appropriate controls.Applied kinesiology (cranial osteopathy) suggests that dyslexia and learning disorders are secondary to a shift of temporal and sphenoid bones. so 'bone manipulation almost infinitesimal' correct the disability and the symptoms disappear. The 'cloacal reflexes' are described as being located in the anterior and posterior surface of the pelvis, these reflections focus pelvis supposed to coordinate the head and neck with the lower body through the visual righting reflexes and labyrinthine and tonic neck receptors. It has been proposed that the manipulation of these areas enhances pelvic dyslexia. This chiropractic (chiropractic) and osteopathic for learning disabilities is not based on any known research and some of its anatomical concepts do not match what is currently known
