Quick Facts about Phonological Dyslexia
- The most common type of dyslexia, synonymous with dyslexia itself
- Characterized by an inability to sound out words, especially nonsense words
- Associated with the classic symptoms of dyslexia
- A brain based disorder, caused by a neurological processing problem
- An auditory processing problem more so than visual
- Typically developmental (genetic/inherited) but in some cases can be an acquired type from stroke or Alzheimer's disease
Definition
Phonological dyslexia is extreme difficulty reading that is a result of phonological impairment, meaning the ability to manipulate the basic sounds of language. The individual sounds of language become'sticky', unable to be broken apart and manipulated easily.
This type of dyslexia is synonymous with dyslexia itself. See our What is Dyslexia page for more information.
Cause
The cause is believed to stem from a difference in brain areas associated with processing the sounds oflanguage. Phonologic dyslexics are tapping brain regions which are less efficient at processing phonemes and recognizing words by sight in comparison to efficient readers. Over the past two decades breakthroughs in brain scanning andneuroscience have provided ongoing support for this hypothesis regarding the cause of dyslexia.
Unfortunately, the phonological problem alone does not account for the many symptoms of dyslexia unrelated to phonetic decodingdifficulties, including short-term memory problems, difficulty with balance and fine motor skill, common in dyslexic children - symptoms that contribute to dysgraphia and dyspraxia. In short, the root cause of dyslexia remains unknown.
Implications for Treatment
The best documented methods for teaching a student with phonological dyslexia are largely based on principles of the Orton-Gillingham approachto reading that was developed in the 1930's bySamuel Torrey Orton and Anna Gillingham.
Their approach includes the following six elements:
1) Personalized: Teaching begins with recognizing the differing needs of learners.
2) Multisensory: Involve regular interaction between the teacher and thestudent and the simultaneous use of multiple senses including auditory, visual,and kinesthetic (touch). For example, adyslexic learner is taught to see the letter A, say its name and sound andwrite it in the air – all at the same time. The use of multisensory input isthought to enhance memory storage and retrieval.
3) Structured, Systematic, Sequential, and Cumulative: Language elementsand rules are introduced in a linguistically logical, understandable order.Students go back to the very beginning of their language learning, to lay aproper foundation.
Beginning by reading and writing sounds in isolation(phonemes), then blending sounds into syllables and words. Elements oflanguage—consonants, vowels, digraph blends, and diphthongs areintroduced in an orderly fashion. Only later, learners proceed to advancedstructural elements such as syllable types, roots, preffixes and suffixes. 4) Cognitive: Students study the many generalizations and rules thatgovern the structure of language.
5) Flexible: Instructors ensurethe learner is not simply recognising a pattern and applying it withoutunderstanding. When confusion of a previously taught rule is discovered, it isre-taught from the beginning. 6) Personal and Direct: Building a close teacher-student relationshipwith continuous feedback and positive reinforcement leading to success and selfconfidence.
For more detailed information see our page on programs that work.
Final Thoughts on Phonological Dyslexia
When people use the term dyslexia they are usually referring to the classic phonological kind, but to impress at the co*cktail party you can add the adjective to be more specific. The term phonologic serves as a helpful reminder of the problem that most struggling readers have: difficulty manipulating the basic sounds of language, resulting in difficulty sounding out words.
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As a language and cognitive science enthusiast with a deep understanding of dyslexia and related topics, I can provide valuable insights into the article on Phonological Dyslexia. My expertise is rooted in a comprehensive understanding of the neurological and cognitive aspects of language processing, particularly as they pertain to dyslexia.
Phonological dyslexia, the focus of the article, is the most common type of dyslexia and is characterized by a specific impairment in phonological processing—the ability to manipulate the basic sounds of language. This difficulty makes it challenging for individuals with phonological dyslexia to sound out words, especially nonsense words, and is associated with classic symptoms of dyslexia.
The evidence supporting the existence of phonological dyslexia lies in extensive research using brain scanning and neuroscience over the past two decades. These studies have identified differences in brain areas associated with processing the sounds of language in individuals with phonological dyslexia compared to proficient readers. This neurological processing problem is more auditory than visual, indicating a specific challenge in recognizing and decoding phonemes.
The cause of phonological dyslexia is believed to be rooted in these differences in brain areas, leading to less efficient processing of phonemes and difficulty recognizing words by sight. However, it's crucial to note that the phonological problem alone doesn't fully explain all symptoms of dyslexia, such as short-term memory problems, balance issues, and fine motor skill difficulties, which may contribute to dysgraphia and dyspraxia.
The article also delves into the implications for treatment, highlighting the Orton-Gillingham approach as one of the best-documented methods for teaching individuals with phonological dyslexia. This approach, developed in the 1930s, emphasizes personalized, multisensory, structured, systematic, sequential, cumulative, cognitive, flexible, and personal and direct teaching methods to address the unique needs of dyslexic learners.
In conclusion, the term "phonological dyslexia" serves as a specific descriptor for the common type of dyslexia characterized by difficulties in manipulating the basic sounds of language. While the root cause of dyslexia remains unknown, advancements in neuroscience and educational methodologies, such as the Orton-Gillingham approach, provide valuable insights and effective strategies for addressing the challenges associated with phonological dyslexia.
