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- abstract below
- a PowerPoint presentation is available on the conference CD.
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The dynamics of dyslexia: how to develop flexible 'mapping' in an increasingly inflexible system

Aryan van der Leij

University of Amsterdam, The Netherlands avdleij@educ.uva.nl

Abstract

To understand the possibilities to prevent or treat developmental dyslexia it is inevitable to integrate theories of different origins. First it is necessary to understand the act of reading and spelling and, particularly, the developmental process that leads to mastery of the act and the obstacles that have to be taken during that process. Second, insight is needed into the processes and systems prerequisite to and underlying the learning process. Third, a 'didactic' theory is wanted, preferably a theory that covers the prevention and/or remediation of deviant learning in the domain of reading and spelling. With regard to the first kind of theory, a model of progressive, componential 'mapping' is useful to explain the process of learning how to read and spell. Importantly, the model is suited to define phonological and orthographic complexities that are inherent to the alphabetic system and vary across languages. It is evident that dyslexic reading and spelling is characterised by an extraordinary effort to cope with these complexities. With increasing age and continuation of dyslexia, the flexibility of the system, necessary to master the writing system, seems to decrease. Second, skills at the behavioural level can be connected to variables at the cognitive and biological level. Starting from the hypothesis of poor phonological representations as causal to dyslexia, the question has been raised what may, developmentally, be underneath that phenomenon. Poor discrimination of speech sounds have been indicated as a candidate, in particular suited for early identification. In addition, subtle timing mechanisms, not only in the auditory but also in the visual modality, may play a role. Moreover, the specific language deficit may be less specific and be part of a more general problem in language development. Third, a 'didactic' model places insights about deviant development at the skill level and at the level of underlying processes both in a prospective and an environmental context. It has become increasingly clear that poor 'mapping' should be improved by 'mapping' exercises packed in proper learning principles, preferably as early as possible. With growing age and severity, there is an increasing need to add compensation strategies and therapeutic support of the self-concept. However, the biggest challenge today is whether precursors of dyslexia can be used to identify babies and toddlers with the greatest risk to develop dyslexia, and treat them at a very early age when the dynamics of the system are still determined by comparatively great plasticity of the brain. The talk aims to present an integrated view.

Disclaimer: all the abstracts presented here have satisfied the academic committee as appropriate for presentation at an international conference. However, the material reflects the views of the authors, not necessarily those of the academic committee or the BDA. No endorsement of any approach, product or service is intended or implied.

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