Four Risk Factors that contribute to dyslexia

See the latest research on the processing weaknesses and early indicators in dyslexia. Most importantly use this information to ensure you’re taking a comprehensive approach to treatment.


Four Risk Factors that contribute to dyslexia

If we summarise the research there are several risk factors that contribute to reading problems with dyslexia in children.

1) Genetics

We know that dyslexia tends to be inherited so that if a child has dyslexia very often we may see a parent who may say, “yes I had trouble learning to read or an uncle or an aunt or a sister or brother”. We have known that it runs in families and there has been genetic research showing what genes might place a child in risk for having trouble learning to read.

2) Brain level difference

We know that there are brain level differences in terms of how those areas I have just showed you may mature. We shall talk about that.

3) Perceptual/cognitive level differences

We know that there are also perceptual and cognitive level differences and I want to explain what I mean by that, and what the particular author or group of authors meant by that.

That children can have different ways of perceiving. So, some children find perceiving speech sounds for example more difficult than other children. It’s not easy for them. There could be other sensory-motor kind of differences, children might be having trouble perceiving letters for example. We also know that we can have children who have difficulty learning language. Language just isn’t their strong suit. Learning language is slower for them. Or they might have attention issues so that they develop , they got motor skills, they are very bright kids but they have trouble paying attention.

If they have trouble paying attention either when they are reading or when they are looking at letters or they have trouble paying attention or sustaining it when they are listening, that can lead to reading problems.

Then we can have as we already know from the past research of the double deficit hypothesis, we can have problems with phonological awareness that children can learn language and they can know that but they don’t rhyme very well and they can’t seem to parse words into sounds. Or they might have trouble with working memory. They just have trouble with holding things in their mind for a long period of time. Or they might problem with rapid auditory naming, being very fluent or even recognizing letters or they are just other issues like vocabulary.

4) Environmental factors

We know there are environmental factors that contribute to this. We know that children who come from homes with low social economic level, low income homes have more trouble very often with learning to read, sometimes that appears because the world is very different. They come from a world that is more stressful, they come from a world where they don’t have as much language exposure, we have known that for quite a while. We know that stress can affect learning to read and we know that, if a child doesn’t have an effective education that that can affect how they learn to read.



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