ParentConfidante Blog

Dyslexia and Auditory Discrimination: Is There a Link?

 Unfortunately there is no definitive understanding of what causes dyslexia, a severe reading disorder.  In spite of numerous studies and theories, the underlying causes are unknown and remediation can be a hit and miss process.  A recent article in the New York Times on 8/2/11 (Study Says Dyslexia May have Auditory Tie) described a research project at MIT which found that dyslexics had much much difficulty recognizing voices than non-dyslexics.  The  difference was so great that a problem in this area could be used as a diagnostic tool.

While this study is interesting, the link between weak auditory discrimination and dyslexia is well known and in fact one of the first clues may be trouble rhyming  - the child just doesn’t hear the sounds. Early intervention is crucial because auditory discrimination can be improved and children can be taught to read by other methods if they can’t latch onto the sound/symbol relationship.

If you think your child may have a problem, early assessment by a speech/language therapist, learning disabilities specialist or psychologist is critical.  If you live in Manhattan, Brooklyn, Riverdale, Westchester, or New Jersey, I can help you by meeting your child and hooking you up with some of the most highly regarded and experienced local practitioners.  Call me at 646-300-1881 or toby(at)parentconfidante.com for information about my consulting services. 

 

Help Finding NYC, New Jersey, and Westchester Schools for Hyperlexic Children

Thanks to NYC schools consultant Emily Glickman of Abacus Guide Educational Consulting who gave me a shout out today for my work helping hyperlexic children find appropriate private and public schools in Manhattan and surrounding areas.

To read Emily's post, Help for Hyperlexia (Thoughts on Gilman's The Anti-Romantic Child) on her New York City (Manhattan and Brooklyn) schools blog.

Coping with Dyslexia

I recently read an article about Dannel P. Malloy who is running for Governor of Connecticut.  Although Mr. Malloy graduated magna cum laudi from Boston College and from Boston College Law School, as a child he had trouble learning to read, do math and master basic skills such as tying his shoes.  As late as the fourth grade, his teachers thought he was retarded.  However, his mother knew better and she encouraged him to concentrate on what he could do well.  For instance, she knew Dannel had a good memory and gave him a radio so he could hone his oral listening skills.

It turned out, Mr. Malloy had a learning disability which thirty years ago wasn't as readily discerned as today.  Mr. Malloy eventually learned to read although to speed the process, he listened to books on tape until he was a sophomore in college.

I find Mr. Malloy's story interesting in many ways. He was so lucky.  First, his  remarkable mother listened to her intuition about her son and not what she was told.  She encouraged him to use the skills he had, while helping him overcome his weaknesses.  Too often, we as parents overlook our children's strengths because we're so concerned about the implications of their weaknesses.  In addition, he was lucky that he was in a mainstreamed learning situation where he could learn and be intellectually stimulated by listening.  Mr. Malloy also learned what it takes to be successful.  Learning disabled children have to work harder than anyone just to keep up.  But that hard work, determination and perseverance pay off.  It certainly has for Mr. Malloy.

We often tell children about famous people (e.g. Nelson Rockefelor, Tom Cruise) who also struggled with learning disabilities.  To that list we should add Mr. Malloy (and his mother).

In my special needs consulting in NYC, Westchester and New Jersey, I often hear parents say that their pediatrician told them not to be concerned about the delays they saw- that all children develop differently.  But, these parents listened to their intuition, had their children evaluated and had them receive early intervention special education services.  Early Intervention made all the difference - many of the children are now in regular classes doing well.