Dyslexia Limitations Addressed With Progress

dyslexiaRecent studies conducted on dyslexia have addressed the reading disorder with new progress. Reading is one of the most crucial skills that a person can possess that contribute to growth and development in an ever-changing world. The condition has no solitary definition, and more than 70 names exist internationally that are used to describe the symptoms, manifestations, and causes.

Dyslexia is classified as a developmental reading disorder that presents with a general difficulty in grasping concepts necessary to read fluently and with precise comprehension. According to the National Institute of Neurological Disorders and Stroke, dyslexia also commonly presents with difficulties with spelling, processing various manipulations of sound, and the ability to responds rapidly to audible and visual cues. The condition can persist regardless of an individual’s intelligence level, and is currently the most common learning disability. Records estimate that one in ten people suffer from dyslexia, with over 40 million adults in American in possession of the disorder, although only two million are aware of it. Although some people associate dyslexia with a form of mental retardation, the condition is in no way tied with I.Q. One example that disproves this assumption is Albert Einstein, who possessed an estimated I.Q. of 160, despite being dyslexic.

A recent discovery has been made to address dyslexic limitations with a form of progress from an unlikely source. In a study reported by Fox News, it has been discovered that spending time playing action video games may help to improve the learning skills and sensory cues of individuals suffering from dyslexia. A common side effect of the disorder is a general difficulty in processing and alternating between distinct audio and visual cues. An example of this would be shifting attention from viewing an image to a sudden noise. Playing action video games could provide the added benefit of helping dyslexic individuals overcome this limitation by training them to shift between these cues more rapidly and with greater proficiency, according to research conducted by the University of Oxford.

The nature of the study called for a total of 34 volunteers to respond to audio and visual cues by pressing a button every time they experienced either one or the other, with intermittent combinations of the two. Only half of the volunteer group suffered from dyslexia. Studies conducted on the group showed that the dyslexic individuals possessed a response time equal to those that did not suffer from the disorder during trails were only a single audio or visual cue were presented, but performed worse when presented with the task of shifting from one to the other. According to study author Vanessa Harrar, a type of dyslexic training that allows participants to switch quickly from one cue to another, such as with video games, might work to improve literacy, as they have already been shown to have a positive effect on multitasking. Harrar and her team of researchers feel that this study should be addressed when considering the limitations of people with dyslexia as a method of progressing their literary skills.

By Darrell Purcell


University Herald
Austin Learning Solutions
National Center for Learning Disabilities

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