Stress And Dyslexia
Based on my personal experiences and observations, a dyslexic child is a stressed child. Most dyslexic child have problems dealing with the amount of information that is coming to them from their senses and classrooms are often noisy, busy places. This is why treatments like DDAT may work. They improve the cerebellum which acts as a clearing house, coordinating signals from the outside world with thoughts and actions. A fitter, more able cerebellum may reduce this stress allowing the child to learn normally.
Recent research covered in the Guardian points to the role of anxiety or stress can play in learning. People who lacked confidence in maths were asked to take answer a series of maths questions. Those who had reported they were most anxious about maths performed the worst. Critically, when asked to perform word based tasks along side the mathematical tasks those who were most anxious about the maths did worst on the language tests despite normally being confident and able in language. The anxiety about the maths transferred in to problems with language.
Original Press Release
Find Out More:
Books:
- Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level
- Straight Talk about Psychiatric Medications for Kids
- Ritalin-Free Kids: Safe and Effective Homeopathic Medicine for ADHD and Other Behavioral and Learning Problems
- Right from the Start: Behavioral Intervention for Young Children With Autism : A Guide for Parents and Professionals (Topics in Autism)
- You, Your Relationship & Your Add: A Workbook
April 22nd, 2005
Dyslexia, Science, Current Affairs
Comments on: Stress And Dyslexia
Your readers may be interested in the latest “Children of the Code”
Children of the Code main page
http://www.childrenofthecode.org/cotcintro.htm
interview with Sally Shaywitz:
http://www.childrenofthecode.org/interviews/shaywitz.htm
That has led us to hypothesize that we may be dealing with two different types of poor readers: One type, which would represent about a third of the total group of poor readers, who had their reading problems on an inherent basis. The other, which would represent two-thirds of the poor readers, seemed to have the systems for reading intact, but they’d never been properly activated. So these were shown primarily as environmental influences, perhaps from growing up in more disadvantaged circumstances and from not having received the kinds of reading instruction that would properly activate these systems.
Nathanson:
First reading itself and then the whole education process becomes so imbued with, stuffed with, amplified, magnified by shame that we can develop an aversion to everything that is education.
Posted by: Liz Ditz April 24th, 2005 at 2:10 pm
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