Study sheds light on auditory role in dyslexia

Many people consider simply a reading problem in which children confuse letters and written words misconstrue dyslexia . But more and more scientists have come to believe that the difficulties reading, are dyslexia of part of a larger puzzle: a problem with how the brain handles line speech and words by smaller units of sound.

Now, last week in the journal Science published according to study how Dyslexics learn language more important than can be realized before. Researchers at the Massachusetts Institute of technology found that people with dyslexia recognize more problems have votes than those without dyslexia.

John Gabrieli, Professor of cognitive neuroscience and Tyler Perrachione, a student asked people with and without dyslexia, listen to recorded voices combined with cartoon avatars on computer screens. The subjects tried matching Mandarin is the voices of the correct avatars in English and then an unknown language.

Nondyslexics was tuned voices avatars correctly almost 70 percent of the time, as the English language, and half of the time, as the language was Mandarin. But people with dyslexia have the time to do so only half, if was the English language or Mandarin. Experts of the study is not involved, said, that one was striking differences.

"In General, see variation in reading, but there are only subtle general differences between people with dyslexia, people on a variety of tests, are not", said Richard Wagner, a Professor of psychology at Florida State University. "This effect was really great."

Dr. Sally Shaywitz, Director of the Center for dyslexia and creativity at Yale University, said the study "demonstrates the centrality of the spoken language in dyslexia - that it is no problem in meaning, but always to the sounds of speech."

That's why dyslexic children often two examples from real life spoke misspeak, citing. "A child at Fenway Park, watch the Red Sox said, ' Oh, I'm thirsty." Can we go in the confession stand?, "she said."

"" Another person of a busy intersection cross, where many people went said "Oh, the Presbyterians should be more careful." "It is not to know of no doubt, but unable to add what you know is the importance to the sound."

Dr. Gabrieli said the results pointed out a critical problem for dyslektischen children learning to read: listen to the ability of a child, parent or teacher talk connection the auditory bits, the words form called phonemes, with the sight of written words.

If a child has trouble, grab the sounds that said language he form, it will be more difficult to acquire reading skills.

Research shows that shortcomings even as Dyslexic learn spoken language to read well. The subjects were mostly "high function, high IQ young adults who had to overcome their reading difficulties", said Dr. Gabrieli. "And yet if they were voting to distinguish, they were better with the English voices that their lives have heard not one iota."

Experts said that the new study shows the networking of the brain processes involved in reading. Many scientists had found, speech recognition will be "like detection melodies or things that are non-verbal in the first place", said Dr. Gabrieli. Speech recognition was regarded as a separate task in the brain of understanding language.

But, this research shows that a normal reading "Circuit, which includes ability, all of these components completely automatically have integrated", said MaryAnne Wolf, a dyslexia expert at Tufts University. With other aspects of the language are "One of the major flaws in dyslexia is that the system not in a position to integrate these phoneme-based systems".

As a follow-up the m.i.t.-brains, scientists have topics to perform speech recognition and other activities, been scanning and have found "very large differences in Dyslexic" and Nondyslexics with surprisingly diverse tasks, said Dr. Gabrieli. "We might think it a broader kind of learning, which is not very good at these people and that in some areas you very well can handle it." "But in the language and read, it's hard to get around."

One of the unusual aspects of the m.i.t.-study is that it is the ability of processing vocal speech of reading and skills, which isolated the meaning of language, experts said. The sentences were fundamental, such as "the young it was when the Sun rose" and the Mandarin sounds meant nothing to the listeners.

Dr. Wagner proposed that such a thing as the speech recognition task can be used, to identify young children at risk for dyslexia.

Often diagnostic tests require sounds of words separating. A child may be asked to "young" say "Cowboy" without the part.

"For young children, it is really difficult," Dr. Wagner said. "Sometimes they are" cowboy without saying: young, "say, because that is exactly, what you asked them." "The Holy Grail is to come up with tasks that you can give a 3-year-old."

Dr. Shaywitz said that the study has also implications for the classroom.

""When a teacher asked,"' Oh, Johnny, what is the capital of New York?," Johnny go, "uh, uh, uh," and the teacher will say: "Oh, gee, don't you" "Dr. Shaywitz said.It is rather a problem of Word retrieval as will know. If it it as, reframes ' Houston or Albany is the capital city?, "Johnny is more likely correct answer."

Posted in: auditory,dyslexia,light,sheds,study