The text Dyslexia, Dysgraphia, OWL LD, and Dyscalculia: Lessons from Science and Teaching, by Beverly J. Wolf and Dr. Virginia W. Berninger (2016) details for educators methods for providing effective instruction for students with Specific Learning Disabilities. The authors include a number of research-based findings throughout the text which educators, parents, and other stakeholders may find useful throughout their learning and discovering additional information about dyslexia and other SLDs. Below you will find summaries for ten research-based findings detailed throughout the first two chapters of the text.
In the 19th century, Paul Broca, who was a French surgeon and neuroanatomist, discovered what is now known as Broca’s area of the human brain. He discovered this area of the brain when he performed an autopsy on one of his deceased patients who, when the patient was alive, had lost only his speech abilities. When Broca performed the autopsy on this individual, he discovered a lesion in the part of his brain, which is now known as Broca’s area. This part of the brain was named in Broca’s honor after his discovery and his theorizing that this region of the brain controlled an individual’s speech abilities. Research conducted after Broca’s time concluded that this region of the brain actually controls the functions related to speaking, listening, reading, and writing (Berninger & Wolf, 2016, p. 4).
Carl Wernicke, who was a German neurologist, discovered the section of the brain which is now known as Wernicke’s area. One of Wernicke’s patients had lost his ability to comprehend oral language, even though he was still able to speak. During this patient’s autopsy, Wernicke discovered a lesion on his brain in what is now known as Wernicke’s area. Differences occur in Broca’s and Wernicke’s regions between individuals who have a specific learning disability and those who do not (Berninger & Wolf, 2016, p. 4).
According to research studies conducted by Kovas, Haworth, Dale and Plomin (2007); Olson, Wise, Connors, Rack, & Fulker (1989); and Willcutt, Pennington, & DeFries (2000), the researchers found that there are both genetic factors and environmental factors that affect dyslexia (Berninger & Wolf, 2016, p. 10).
According to research conducted by the Mayo Clinic, one in five students have some kind of Specific Learning Disability (SLD). Additionally, not only can SLDs affect reading, but they can affect writing abilities as well (Berninger & Wolf, 2016, p. 16).
Language is not a single function; the functional language systems include language by hand, language by mouth, language by eye, and language by ear. Each of those systems are also multi-level and multi-faceted. If one system develops at a different rate than the others, the language systems cannot work together or “in concert” (Berninger & Wolf, 2016, p. 20).
SLDs can affect learning in mathematics, as mathematics is not a single function (Berninger & Wolf, 2016, p. 20).
SLDs are not all the same, and impairments present themselves in different ways in different levels of language (Berninger & Wolf, 2016, p. 20).
The rate and accuracy or oral reading are not both always impaired as a result of dyslexia. In some instances, both are impaired, and in others, only the rate of oral reading is impaired (Berninger & Wolf, 2016, p. 21).
When students transition to silent reading at or around the fourth-grade level, significant problems with regards to the rate of silent reading as well as written spelling can be observed (Berninger & Wolf, 2016, p. 21).
A child may respond to individualized instructional approaches differently if the environmental factors change, even though their gene sequencing does not change. Approaches that are effective at one grade level may not be effective at another for the same child (Berninger & Wolf, 2016, p. 24).
Reference:
Berninger, V. W., & Wolf, B. J. (2016). Dyslexia, Dysgraphia, OWL LD, and Dyscalculia: Lessons from Science and Teaching (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.