Retraining the Dyslexic Brain

난독증 뇌를 재훈련시키다

These consistent findings have led to an emerging consensus, well summarized by Jane Hornickel and Nina Kraus in the Journal of Neuroscience in 2012: namely that dyslexia is primarily an auditory disorder that arises from an inability to respond to speech sounds in a consistent manner. This underlying problem with perception of speech sounds, in turn, causes problems relating a speech sound to the written letter. Therefore, reading interventions for dyslexia should be most effective if they combine auditory perceptual training of speech sounds with exercises that require relating speech sounds to the written letter. And, in fact, neuroscience research bears that out.

이러한 일관된 연구 결과는 난독증은 말소리에 대해 일관적인 방법으로 반응하지 못하게 때문에 생기는 청각적 장애라는 새로운 의견일치를 이끌어냈습니다. (이는 Jane Hornickel과 Nina Kraus의 2012년도 Neuroscience 저널에 요약되어 있습니다.) 근본적으로 음성언어를 지각하는데 문제가 있으면, 말소리와 문자 사이의 연결성에도 문제가 있는 것입니다. 따라서, 난독증을 개선하기 위해서는 말소리의 청각적 지각 훈련, 그리고 말소리와 글자를 연결시키도록 하는 훈련을 함께 투입하는 것이 가장 효과적입니다.

The Fast ForWord Language and Reading interventions contain neuroscience-based exercises. They have been empirically tested in independent neuroscience laboratories and shown to have a rapid and significant impact on children and adults with dyslexia. The exercises have been shown to have a positive effect on the neurological processes that support reading and language as well.[2]

Fast ForWord Language와 Reading Interventions은 신경과학 기반의 훈련을 포함하고 있습니다. 이들은 독립적인 신경과학 실험실에서 검증되어왔고, 난독증을 겪고 있는 아동과 성인에게 신속한, 그리고 상당히 많은 영향을 미쳤음을 보여주었습니다. 이 훈련들은 읽기뿐만 아니라 언어에 대한 신경학적 처리에도 긍정적인 효과를 나타냈습니다.

Our understanding of dyslexia has come very far in the past 40 years, with neurophysiological models developed in just the past five years explaining why letter-sound correspondence is so difficult for these children. Fortunately, treatment options have kept pace with the research, and children with dyslexia today have the potential to train their brains to overcome the learning difficulties that earlier generations were destined to carry with them for a lifetime.

난독증에 대한 우리의 이해는 지난 5년간 난독증 아이들에게서 문자-소리의 일치가 어려운 이유에 대해 설명하며 발전해왔던 신경생리학적 모델과 함께 매우 먼 곳까지 왔습니다. 다행스럽게도, 개선 방법에 대한 연구는 지속적으로 이루어지고 있습니다. 그리고 오늘날의 난독증 아이들은 뇌를 훈련시켜 이전 세대는 평생 짊어져야 했던 학습 문제들을 극복할 수 있는 가능성을 가집니다.

References

참고문헌

Boets, B., Op de Beeck, H.P., Vandermosten, M., Scott, S.K., Gillebert, C.R., Mantini, D., Ghesquiere, P. (2013). Intact but less accessible phonetic representations in adults with dyslexia, Science, 342, 1251-1254. doi: 10.1126/science.1244333

Burns, M.S. (2012). Application of Neuroscience to Remediation of Auditory Processing, Phonological, Language and Reading Disorders: The Fast ForWord® and BrainPro Programs. In D. Geffner & D. Swain (Eds.), Auditory processing disorders: Assessment, management and treatment (2nd ed.). San Diego, CA: Plural Publications.

Dehaene, S. (2009). Reading in the brain: The science and evolution of a human invention. New York, NY: Viking Press.

Gabrielli, J. (2009). Dyslexia: A new synergy between education and cognitive neuroscience.Science, 325, 280-283. doi: 10.1126/science.1171999

Hornickel, J. & Kraus, N. (2013), Unstable representation of sound: A biological marker of dyslexia. The Journal of Neuroscience, 33, 3500 –3504. doi: 10.1523/JNEUROSCI.4205-12.2013

[1] See Billet & Bellis (2011), Goswami (2011), and Lehongre, Ramus, Villermet, Schwartz, & Giraud (2011) summarized by Burns (2012).

[2] See Dehaene (2009) and Gabrielli (2009) for excellent summaries of the research on the Fast ForWord interventions for dyslexia.

Related reading:

Auditory Processing Skills and Reading Disorders in Children

How Learning to Read Improves Brain Function

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