After the training sessions, children with dyslexia showed a substantial improvement in reading and speech comprehension, and blood flow surges in several brain areas implicated in reading. These children also showed elevated brain activity in the areas of memory and attention. No changes were seen in the brains of control students.
Research studies have shown a neurological difference in the brain structure of people with dyslexia and those without (Reilly 70). The brains of people with dyslexia have been shown to have larger right hemispheres, which may account for them often having higher skills in right brain activities such as art, athletics, 3-D visualization ability, music, and creative problem-solving. NIH research has shown that the basic defect in dyslexia is a lack of phonemic awareness: the ability to attach sounds to letters and word parts (Reilly 71). This is the basic requirement for learning to read, and a lack of phonemic awareness is the root cause of failure to read in children. People with dyslexia have trouble with phonemic segmentation, phonemic deletion, phonemic matching, phonemic counting (number of sounds in a word), phonemic substitution, blending and rhyming.
Dyslexia is not about reversing letters: it is a brain disorder that makes it difficult to connect the sound components of speech to the written letters representing those sounds, which is no simple task (H