VisionLink – New learning through sight

Vision Link Behavioural Optometrists provide research based treatment for convergence insufficiency, oculomotor dysfunction, spelling and reading problems, dyslexia, attention deficit disorders, Aspergers, Learning Related Vision Disabilities, migraine and brain injuries. We are uniquely positioned to assist Visual Perception through the use of Vision Therapy, Irlen tinted lenses and Cellfield Intervention.

View our 3D images >>

Home > How We Help > Learning Related Problems > Auditory Disabilities; Dyslexia & Dysphonesia

Learning Related Auditory Disabilities; Dyslexia & Dysphonesia

We use this term to highlight those difficulties which are firstly of a Auditory Processing nature, and that they have the flow-on effect of disrupting Learning.

When you consider the highly verbal nature of language in the classroom environment there are some requirements upon a child's auditory processing that are necessary for them to learn written language well.

Healthy ears, good hearing acuity and good tone discrimination for both the speech and the language of the classroom from the first day of school. Higher level skills in Auditory Information Processing (including identification, discrimination, blends and integration with other senses)  are needed if they are to keep up.

Children are quick to note that they are not doing as well as those around them, and their self-esteem can crumble quickly. Once their confidence has been undermined it can be especially hard to rebuild their desire to try again.


Definition; Dyslexia in brief

        Dys-                means                 "it isn't working well"

               -lexia       means "words"                                         "reading, writing or spelling"

so,  Dyslexia          means                 " it isn't working well for reading, writing or spelling"

 

At VisionLink, we work to a definition based on the World Health Organisation's definition;

"Dyslexia is when a person has a strange degree of difficulty with reading, writing or spelling despite having the brains to do better, and despite having had the educational opportunity to have done better"

I use the word 'strange' in the definition to highlight that these kids are bright, it is not a judgement on their intelligence that they are struggling with words.

I like parents to be able to quote this definition, it is helpful for them to carry this definition in their head so they don't over-complicate the issues. I believe that they should be able to explain their child's disability simply and clearly to friends, family and teachers.

It is important for parents to realise that 'Dyslexia" is not a complicated term to use in discussion. It is a helpful label so that we all know approximately what we are talking about.

It is usually an inherited problem.

I provide Dyslexia screening services as part of my standard Behavioural Optometry routine.

I offer the additional service of detailed, in-depth measurement of Dyslexia and its severity using international standard psycho-metric tests for approximately $325. The detailed report that is then produced can be used in discussion with teachers, friends and family.

The challenge lies in reducing the imnpact of this Learning Disability for your child, and I have many resources for this.

Behavioural optometrists work to the model that "Vision derives meaning", so we do Visual/Perceptual re-training with our Dyslexic patients.

For more detail about Dyslexia Click here


Definition; Dysphonesia in brief

        Dys-                means                 "it isn't working well"

               -phonesia   means " shape"                                         "recognising or recalling word sounds"

so,  Dysphonesia      means                 " it isn't working well for recognising or recalling word sounds "

 

This sub-type of Dyslexia describes the difficulty in reading caused by either;

  • an inability to recognize printed words and know its sounds - either as a whole or even if they attempt  to visualize break it into syllables - the word's sound is not recalled 'in flash', and often still not recalled even after taking a longer look. For the child it is as if they have never seen the word-code for a sound before, or if they do suspect it is a little familiar, they are not at all sure of reading it/matching it against their 'templated memory' of the word's sound. These processes are all meant to occur 'in a flash', but even if the child takes longer and attempts phonetic analysis it will often not  resolve. (sometimes called Decoding)

  • an inability to recall the sound of an otherwise known word such that they cannot write down its written-code form with correct spelling. (not an easy task given the non-phonetic nature of most words). The child may have a multitude of mis-spellings in their visual memory and be attempting to convert the visual memory to sound, and may even mis-pronounce the correctly remembered word shape. Confidence will be quickly eroded as to which one, if any, may in fact be worth the risk of committing to voice or paper.  (sometimes called Encoding)

  • or both of the above

This can be an embarrassing situation for the chld and a frustration for parents and teachers who know the child knew the word just a day or so before.

Such children benefit from being taught phonetic concepts, but it is important to remember that most words are not phonetic, and remember that the 'rules' of Phonics are really more in the nature of 'guidelines'. It is important to see that becoming skilled at phonics is not addressing the dysphonesia, it is however providing the child with a better coping strategy.

It often comes back to the fact that the child simply cannot upload reliably and/or cannot store reliably so downloading from such a poor set of stored data is fraught with risks and stress.

These children can have perfectly normal spoken language and listening comprehension. They are often skilled at memorizing aural input and prefer to learn this way.

This can be soul-destroying for the child, and as self-esteem drops, so will alternate behaviour increase, often leading to anger and aggression.

Adding in this extra detail to the definition of Dyslexia based on the World Health Organisation's definition the full definition ends up being such that a person may be described as having;

"Dysphonesia form of Dyslexia is when a person has a strange degree of difficulty with reading, writing or spelling due to the way they process auditory memory despite having the brains to do better, and despite having had the educational opportunity to have done better"

I use the word 'strange' in the definition to highlight that these kids are bright, it is not a judgement on their intelligence that they are struggling with words.


Now that we have defined the conditions, you can click through to treatment options for LRAD


Treatment;  Cellfield Intervention