Dyslexia: Some Recent Findings

Amazing and fascinating research continues to further our understanding of dyslexia. Last week I presented on what’s new in the world of dyslexia research. This Mustang Message highlights a few of my observations. Given that typically about 20 percent of the Currey Ingram student body (about 60 students this year) has a primary diagnosis of dyslexia, understanding the latest research is all the more important.

What is dyslexia?

Defined, dyslexia refers to a pattern of learning difficulties characterized by problems with accurate or fluent word recognition, poor decoding, and poor spelling abilities.1 Or, dyslexia is a brain-based learning disability that specifically impairs a person's ability to read.2 

These are fine; however, I like researcher Peter de Jong’s notion that dyslexia is “unexpected” relative to the other cognitive abilities of the individual. Unexpected because it is a very specific deficit that occurs in contrast to what is otherwise a very typical cognitive profile.

I also asked some of our students to describe how they experience dyslexia. 

This is from a current Upper School student ... “For many years reading was just so difficult for me it made me so frustrated with myself that I couldn't do something that came so easily to others”... expressing the reality of the difficulty.

This from a current Middle School student … “It's kind of like a wave. No matter how hard you try to figure on your own. Honestly, you'll just never figure it out. But when you develop certain skills and overall use of reading. You build that boat and cross the sea” … highlights the nebulous nature of dyslexia and the creativity of this student.

For more insights from students see the footnote.3

How does one “get” dyslexia?

A short and accurate answer is from your parents. It is highly heritable. If one parent has it, there's a good chance the child will have it. If both parents have it, there’s a very good chance the child will have it. But the environment does play a role. Like most traits and conditions, dyslexia runs on a continuum from less to more significant. More significant inherited deficits will appear in all environments no matter how ressource rich. Less significant manifestations may be made much more significant in resource poor settings.

What happens in/to the brain when dyslexia is present?

Based on neuroimaging in the past 20 years, there is absolutely no question that there are noticeable functional and structural differences in the dyslexic’s brain.4 Researchers have found volumetric (volume, thickness and area) and geometric (folding and curvature) differences.5

What does the future hold?

Some amazing possibilities!

The University of California San Francisco Center for Dyslexia is exploring the neurological basis for learning differences, especially dyslexia. In a research area called Dyslexia Phenotyping, they are codifying dyslexia phenotypes -- subtypes of dyslexia -- using advanced neuroscience techniques, such as state of the art neuroimaging and analyzing the structure of donated brains.

In the photo below, Dr. Marilu Gorno Tempini, the UCSF Director of Language and Neurobiology Microscopically, shows a thin image of brain tissue and points out how the arrangement of the brain cells (neurons) in the image are thought to be indicative of a particular dyslexia phenotype. 

Very encouraging work is being done by a number of researchers on resilience and protective factors. "Despite significant risks, many students with dyslexia display remarkably adaptive functional outcomes. There is accumulating work that focuses on the protective factors and potential mechanisms that play a role in the success and positive adjustment of these students,”6 says Fumiko Hoeft, one of the world’s leading researchers of dyslexia. For example, strong oral-language skills (e.g., expressive vocabulary and articulation), “semantic bootstrapping” (i.e., effectively using context clues) and strengths in executive-function skills all have been shown to mitigate the impact of dyslexia.

Equally encouraging research is being conducted exploring social-emotional factors. “Researchers are studying more than ever the impact of dyslexia on mental health such as anxiety (and how they are comorbid), how socio-emotional factors such as mindset, etc can when combined with reading measures predict reading outcome better, and how interventions such as mentoring can help improve mental health in those with dyslexia.”7

Such research supports the strong efforts Currey Ingram has made over the years bolstering the social-emotional well-being of our students through success opportunities, promoting strengths, ensuring we have trained counselors in every Division, and implementing comprehensive school-wide social-emotional learning (SEL) initiatives like the RULER program. 

As we look further into the future, I think the day will come that “evidence-based” will mean that continued enhancement and accessibility to advanced medical and research protocol, like neuroimaging, will be more readily available to schools for everyday diagnostic evaluation -- to complement the comprehensive testing we already do. In the meantime, establishing a Currey Ingram Faculty Chair for Dyslexia -- as a sister position to the two Faculty Chair positions (i.e., math and SEL) we already have -- is a goal of mine.

Finally, for those parents and educators interested in the absolute latest and most timely thoughts on dyslexia take a look at this article on technology and preventing the "COVID slide," and the factors that lead to success in the virtual environment.

For those who would like to find out more, here is a link to recording of a recent webinar on the topic. Also, we will soon release episode seven of our Currey Ingram Conversations podcast, featuring a conversation about dyslexia and highlighting appearances by two of our students who discuss their experiences with dyslexia.

1 From the DSM-V

2 From the NIH

3 It's not like I fumble the letters up and they go backward, I just can't look at a word and say it as easily other kids can.

...Dyslexia is like a game. I see things differently than most. It requires an extra step for me to process what's on the page…

...As a coping mechanism I would substitute words I was familiar with in lieu of what was on the page. For example, I would replace "Rebecca" with the name Rachel. I have to try really hard to read accurately, especially with letter combinations like "ough". It requires a lot of repetition and time."

You sometimes don't comprehend what you're reading and reading can be dreadful because it’s hard...It's not a disability that'll stop you from making your dreams come true, however…

Having dyslexia - I feel it helps me in a way. I know it's supposed to be challenging, but it gives me confidence.

Others who have had dyslexia and other difficulties inspire me, like celebrities, athletes, and others. Hearing that some of my favorite athletes of all time have similar issues, inspires me. 

This school helps me with all that. Before, when doing homework, outside of school, other kids used to come up to me and call me names, which made me question myself because I wasn't getting things as quickly as others. But you just have to look at it as another obstacle that you can overcome. Turn it into a positive, not a negative.

4 Nadine Gaab, Harvard University & Boston Children’s Hospital. Brain development and dyslexia across early life.

5 Katarzyna Jednoróg, Piotr P?oński...the neuroanatomical basis of developmental dyslexia.

6 Email communication.

7 Haft SL, Chen T, Leblanc C, Tencza F, Hoeft F. Impact of mentoring on socio-emotional and mental health outcomes of youth with learning disabilities and attention-deficit hyperactivity disorder. Child Adolescent Health. 2019; 24(4):318-328.