Understanding Dyslexia in Children

Welcome to the BrainX Movement breakdown of Dyslexia and the symptoms.

Dyslexia Doesn't have to Define Your Child

Remember, having Dyslexia does not mean a child isn't clever or can't learn.

They simply have networks of the brain that are mature and other networks that are immature. With the correct support, (movement and exercise) children with Dyslexia can do well in school and in life, without the struggles associated with the disorder.

Introduction

Dyslexia is a common learning disorder that affects a child’s ability to read, write, and spell.

A child's teacher plays a crucial role in identifying and supporting students with dyslexia by monitoring reading progress and providing valuable information on benchmarks.

It is estimated that dyslexia affects between 5-17% of school-age children. Dyslexia is diagnosed primarily during elementary school through comprehensive evaluations conducted by reading specialists or psychologists.

Despite the challenges it presents, children with dyslexia are often highly intelligent and creative, with many going on to lead successful lives with proper support and intervention.

The BrainX way of supporting children with Dyslexia

Addressing the cause not supporting the symptoms.

By truly understanding the brain’s developmental process, BrainX categorically believes that Dyslexia is not a life sentence and through movement, exercise, nutrition and education all behaviours can be reversed we….

Offer no medication
Assess for Retained Primitive Reflexes
Assess for Hemispheric Imbalances
Assess for Sensory Dysfunctions

It offers exercises and movement programs to rebalance the neurological foundations, helping our children thrive.

The Major Neurological Milestones...

Through our research and clinical practice, we repeatedly see these major neurological milestones as the causality of Dyslexia:

Unintegrated Moro Reflex, ATNR , Spinal Galant reflex, TLR, STNR, Palmer Reflex & Babinski Reflex coupled with sensory delays (in particular eye tracking) & dysfunctional movement patterns.

Learn more about Primitive Reflexes, and how they need to be 'turned off' >

What is Dyslexia? A Learning Disorder

Dyslexia is a specific learning difficulty and a neurological condition characterised by difficulties with accurate and fluent word recognition, spelling, and reading decoding.

It is a language-based learning disability that is not related to intelligence or lack of educational opportunities. Difficulties with reading fluency can persist even after basic reading skills have been established, emphasising the need for ongoing intervention.

Children with dyslexia have trouble discriminating sounds within words (phonemes), which is a key factor in their reading and spelling difficulties.

Signs and Symptoms: Phonological Awareness

The signs of dyslexia can vary from child to child and may become more apparent when they start school. Common symptoms in primary school children (ages 5-12) include:

Problems learning letter names and sounds
Inconsistent and unpredictable spelling
Confusion over similar-looking letters (e.g., ‘b’ and ‘d’)
Slow reading speed and errors when reading aloud
Difficulty following sequences or directions
Poor handwriting and slow writing speed
Difficulty recognising words
Problems with fluent word reading

In teenagers and adults, symptoms may also include:

Poorly organised written work
Difficulty planning and writing essays or reports
Problems with note-taking and copying
Struggling to meet deadlines
Poor spelling

Primx Programme

See if your child would benefit from our course and train

Traditional method of Dyslexia Diagnosis

Dyslexia is typically diagnosed through a comprehensive psychoeducational evaluation. This assessment may include:

Tests of intellectual potential
Measures of reading, spelling, and writing skills
Evaluation of phonological awareness
Assessment of working memory and processing speed

The complexities involved in defining clear diagnostic criteria for dyslexia highlight the role of clinical judgement and question the effectiveness of current diagnostic practices compared to alternative approaches like 'response to intervention'.

It’s important to note that dyslexia can co-occur with other conditions, such as Attention-Deficit/Hyperactivity Disorder (ADHD) . About 30% of those with dyslexia also have ADHD.

A reading specialist plays a crucial role in diagnosing and managing dyslexia, providing specialised instruction to help children overcome challenges associated with the condition.

Treatment Options

Below is the traditional thought process of treatment options. It is completely outdated and incorrect.

We have successfully treated many children with Dyslexia - by firstly addressing Retained Primitive Reflexes, then Sensory Dysfunctions, in particular eye tracking, and finally postural and co-ordination dysfunction. Then the extra phonics, reading and 1-2-1 lessons become really effective.

While there is no cure for dyslexia, (incorrect) it is important to recognise that dyslexia is a learning difference rather than a deficit. Various interventions can help children manage their symptoms and improve their reading and writing skills:

Educational Interventions: Reading Specialist

Structured, multisensory literacy programmes
Phonics-based instruction
One-on-one tutoring or small group instruction

A significant percentage of children with learning disorders are dyslexic children who may remain undiagnosed.

Assistive Technologies:

Text-to-speech software
Spell-checkers
Audio books

Accommodations:

Extra time for tests and assignments
Use of a computer for written work
Oral exams instead of written ones

Primx Programme

See if your child would benefit from our course and train

Support and Resources

Several organisations provide support and resources for children with dyslexia and their families:

Be mindful that some of their interventions are outdated.

British Dyslexia Association
Dyslexia Action
The International Dyslexia Association

These organisations offer information, advocacy, and sometimes direct services to help children with dyslexia reach their full potential.

Conclusion

In conclusion, it is essential that as a society we shift away from the narrative that developmental disorders are genetic, fixed, and permanent. There is no scientific or medical evidence to support this view.

Recognising that these disorders are not immutable opens up the possibility of reversing their associated symptoms and behaviours.

Our incredible brain, through neuroplasticity, has an extraordinary capacity to adapt and improve when provided with the right stimuli—movement, nutrition, and cognitive engagement.

Frequently Asked Questions | Dyslexia

Citations:

[1] LINKS HERE

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