If he or she primarily spoke another language at home, for example, or if other problems (ADHD or mental health issues or chaotic school or home environment) prevented age-appropriate reading mastery, we would not likely think of the student as "dyslexic." A student with reading problems for other, not brain-based, reasons would not be considered dyslexic in this strict sense. These include difficulty with understanding grapheme-phoneme relationships for example, or challenges with relating that which the eyes see to the sounds that make up the spoken language. In the strictest use of the term dyslexia we would be referring to a student who has a brain-based difficulty with reading. So, we have a sophisticated word for what we may already have known - we have a student who has trouble with words. While there are many descriptive terms used by parents and teachers and clinicians, and while these may be useful, the neuropsychologist is most interested in the ways in which these descriptors "map onto" known brain-behavior relationships.įor example, the word dyslexia comes from the Greek dys (trouble with, or limitations with) and lex (word). Teaching and parenting considerations for the student with CAPD features will be reviewed.Ī neuropsychologist is interested in brain-based problems with memory, academic achievement, attention, and other cognitive functions. In this article we will consider Central Auditory Processing Disorder (CAPD) and its overlap with ADHD.
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