Italians develop new neurological test for dyslexia

Posted : Mon, 03 Sep 2007 03:14:06 GMT
By : DPA
Category : Health
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Rome - Scientists have produced a new test for the early diagnosis of developmental dyslexia - a severe dysfunction of the ability to read and write. The clinical signs of the condition are slowness and a significant number of mistakes when reading and writing.

However, through the recording and analysis of the electrical brain activity by an electroencephalogram (EEG), Italian experts have managed to estimate in which reading phase the delay occurs and which brain areas are activated anomalously compared to healthy contemporaries.

The research, conducted by Giuseppe Augusto Chiarenza, director of the Department of Child Neuropsychiatry at the Rho hospital in Milan province, was presented at the 13th congress of the European Society for Child and Adolescent Psychiatry (ESCAP), in Florence.

The scientists studied 53 non-dyslexic children and 39 dyslexic children aged between eight and 13 years.

The children underwent a neuropsychological test and had their electrical brain activity recorded while reading.

When reading individual letters, the dyslexic children were slower and less precise compared to the non-dyslexic ones.

A comparison of the two groups showed that in the children of the dyslexic group, the brain regions which are responsible for the letter-sound association of reading strategy, showed reduced activity compared to the control group.

Consequently, the authors of the study said it could be assumed that it was the insufficient use of these brain regions, crucial for reading, that determined the slowness and the mistakes when reading.

The dyslexic children also activated the front regions of the brain too early and used the right hemisphere more than the healthy children.

Taking into account that linguistic functions are "guided" by the left hemisphere of the brain and that the frontal regions are related to higher cognitive functions, the results suggests that dyslexics tend to compensate for their reading dysfunction by using brain areas not specifically dedicated to linguistic processes in their attempt to improve their performance.

On the basis of these findings, the experts say, it will be possible to develop more efficient rehabilitation methods and in time to show therapeutic results.

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Think positive
By: Marvel Bakke , Fri, 05 Oct 2007 21:14:47 GMT

I feel that your research in dyslexia has been well needed for a long time. The research and study of dyslexia has always been a slow process based on the lack of knowledge of the neurological parts of the human brain. I'm dyslexic and I've always felt that I have had extra powers. Just like a blind person having super senses; dyslexia has enabled me to explorer a higher level of spatial intelligence. My special or extra abilities are the only reason I'm able to see the world in a totally new way. My point is, don't take my special abilities away by trying to fix them. I feel dyslexia is an ability that should be nurtured and we should focus on enhancing these new profound abilities, not stop them from happening. Just think of the consequences of correcting Einstein's dyslexia, we wouldn't have the theory of relativity and humans would still be hitting rocks together to make fire. Dyslexia has sculpted the world as we see today. I hope your research brings out the truth of dyslexic people and stop pointing out the negative and start focusing on the positive aspects of dyslexia. This concept is extremely important for educators to understand, because the psychology impact of being labeled a "dumb-ass" will slow down the development of one's dyslexic ability. Thank you for your time and understanding.


Italian Dyslexia Test
By: Ann Thompson , Fri, 05 Oct 2007 05:28:31 GMT

Isn't it possible that language centres for the dyslexic population are located in anomalous regions of the brain?

For years I have been observing that children with the greatest types of schooling problems of all kinds are either ambidextrous or have mixed lateral domination of eye/ear/hand/arm/foot. I have taught both "regular" and "special needs" students at all levels for over 40 years and have found this a consistent trait in five countries.

The most talented, creative, and innovative students have also been among the "special" students.

I think it is a mistake to consider these brains to be "unhealthy" - as suggested in this report; they are just "exceptional".

During the past three years I have also become aware of "hyper-mobility" in the joints of many students who cannot write with speed and accuracy.

Unique neurological wiring is reflected in the fact that many of these people (many are adults) can perform feats with ears and fingers that make the others cringe.

It seems to me that it is a mistake to assume that anything is located in exactly the same spot for all individuals. Like fingerprints, I suspect that, although there are general tendencies toward skill location, we each have a very idividual wiring patterns - some more "special" than others.

Would love some feedback!

Ann Thompson



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