Current Status of Treatments for Dyslexia: Critical Review

Ann W. Alexander, MD; Anne-Marie Slinger-Constant, MD


J Child Neurol. 2004;19(10):744-758. 

In This Article

Components in the Development of the Phonologic System

If the assessment reveals that the individual with dyslexia has difficulty in the phonologic system, one should consider all of the possible bottlenecks hindering strong synaptic connections—the linguistic and the nonlinguistic. Are motoric phonemic sequences produced easily and consistently? Does the individual have somatosensory awareness of the articulatory gestures? Is the weaker process a lower-level auditory processing inefficiency? Does the child look at your mouth when auditory input is not clear? Is the environment a factor? Has the child had multiple bouts of hearing loss owing to effusions? Is there a possibility of subclinical seizures? Are there comorbid affective disorders? Is the child inattentive to all sensory stimuli? Is the child impulsive, disorganized, or unable to use strategies? Interventions should be designed accordingly to address any of these factors.


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