Dyslexia Screening Implemented In Schools
There are many different theories of dyslexia, which is probably why there are so many different dyslexia screening tests available. Evolutionary theorists argue that all this reading promoted by Western societies is “unnatural” and has not fully developed yet. Some people say that adults with dyslexia have a “phonological deficit” and trouble retrieving speech sounds. Other scientists argue that dyslexic people can’t process quick auditory commands, have trouble with their vision or that the brain has trouble filtering excess stimuli. Perhaps better screening and diagnostic tools can clear up some of this confusion.
In “Advances in early years screening for dyslexia in the United Kingdom” (2007), researchers discuss the dyslexia early screening test (DEST) and the cognitive profiling system (CoPS 1), which are both approved for use in the United States as well. By administering these dyslexia screening tests early, it’s believed that at-risk students can be identified before they even fail, thereby decreasing the possibility that these kids will develop emotional, behavioral and motivational issues. A number of educators who teach adults and children with learning disabilities say these two tests are the best options we have today, as long as they’re administered.
In 2009, scientist Jeffrey R. Gruen, M.D. received a .2 million grant to further his research on the genetic roots of the dyslexia adult learning disability. In his studies, Gruen is busy comparing the complete genomes of 1,000 fluent readers and 1,000 dyslexic children to see exactly which genes play a hand in reading difficulties. Over the past decade, scientists have found that gene mutations, particularly on the DCDC2 gene, are closely linked with dyslexia. Dr. Gruen adds that the ultimate goal is “the creation of a simple, inexpensive dyslexia screening test that would apply to the general American population.”
Actor Henry Winkler is one of the most active advocates of dyslexia screening and talks about his experience with his childhood and adult learning disability. “It’s frustrating,” he admits. “It is sad, because you’re watching everybody else get stuff with ease. You keep wondering, ‘Why, no matter how hard I study, can’t I get this?’ Like a poisonous worm, it eats away at the child’s self-image.” He adds that his parents never understood his reading difficulties and thought that they could just ground him or leave him in his room and he’d one day magically improve. Later in life, he was diagnosed with adult dyslexia and he found that it was the dyslexia that pushed him forward to succeed. Winkler adds, “Children with a learning challenge have great gifts inside them. They need to be encouraged to dig them out and give them to the world. It’s shocking what nuggets of human gold there are to mine.”
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