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Moving away from dyslexia
January 24, 2001People suffering from dyslexia can be helped by changing the way they move and exercise. Special routines, designed to tap into reflexes left over from birth, can lead to better co-ordination, improving both reading and writing abilities and greatly boosting the sufferer's confidence and self-esteem. These are the findings of psychologist Martin McPhillips of The Dyslexia Project, a joint venture between Queen's University and The Royal Maternity Hospital, Belfast. Mr McPhillips's work is featured in an article published today, Thursday 1 February 2001, in the February edition of The Psychologist magazine.
Mr McPhillips looked at the movements made by the foetus in the womb, and saw that certain 'primary reflexes' (such as the palmar reflex, whereby a baby will grasp your hand if you place your finger on its palm) assist the foetus's development. However, after birth, the infant starts to adapt to its new upright position, and 'secondary reflexes' take over, allowing the baby to walk around. He found that many of the dyslexic children he worked with still possessed strong primary reflexes, limiting their ability to perform skills such as following words on a page or holding a pencil.
Therefore, Mr McPhillips has developed a series of movements and exercises, designed to switch off the primary reflexes and promote co-ordination. The technique has so far been highly successful, and it is thought that it could be incorporated into school PE programmes, helping not only dyslexics but also the estimated five to ten per cent of school children who have some form of learning disability.
Other subjects in the new issue of The Psychologist include 'The future of clinical psychology'.
British Psychological Society (BPS)
Dyslexia Current Events and Dyslexia News RSSWhy C is not G: How we identify letters
The next time you are reading a book, or even as you read this article, consider the words that you are seeing. How do you recognize these words? Substantial research has shown that while reading, we recognize words by their letters and not by the general shape of the word.
Carnegie Mellon scientists offer explanation for 'face blindness'
For the first time, scientists have been able to map the disruption in neural circuitry of people suffering from congenital prosopagnosia, sometimes known as face blindness, and have been able to offer a biological explanation for this intriguing disorder.
Methylmercury warning
Recent studies hint that exposure to the toxic chemicals, such as methylmercury can cause harm at levels previously considered safe.
Pre-school age exercises can prevent dyslexia
A typical characteristics of children's linguistic development are early signs of the risk of developing reading and writing disabilities, or dyslexia.
Remedial Instruction Rewires Dyslexic Brains, Provides Lasting Results, Carnegie Mellon Study Shows
A new Carnegie Mellon University brain imaging study of dyslexic students and other poor readers shows that the brain can permanently rewire itself and overcome reading deficits, if students are given 100 hours of intensive remedial instruction.
Carnegie Mellon brain imaging study illustrates how remedial instruction helps poor readers
Just as a disciplined exercise regimen helps human muscles become stronger and perform better, specialized workouts for the brain can boost cognitive skills, according to Carnegie Mellon scientists.
Rutgers Research: Impairments in Language Development
Uncover how the brains of infants distinguish differences in sounds and it may become possible to correct language problems even before children start to speak, sparing them the difficulties that come from struggling with language.
Learning disabilities associated with language problems later in life
Individuals with a neurodegenerative condition affecting language appear more likely to have had a history of learning disabilities than those with other types of dementia or with no cognitive problems, according to a report in the February issue of Archives of Neurology, one of the JAMA/Archives journals.
Study raises questions about diagnosis, medical treatment of ADHD
A new UCLA study shows that only about half of children diagnosed with attention-deficit hyperactivity disorder, or ADHD, exhibit the cognitive defects commonly associated with the condition.
Sound training rewires dyslexic children's brains for reading
Some children with dyslexia struggle to read because their brains aren't properly wired to process fast-changing sounds, according to a brain-imaging study published this month in the journal Restorative Neurology and Neuroscience (online October 16).
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