Visual dyslexia is the term used for the specific learning disability termed visual processing disorder. This form of dyslexia is the result of immature development of not only the eyes, but the whole process that gets information from the eyes to the brain.

Eyes that are not completely developed will send incomplete information to the brain. Incomplete information to the brain then results in poor comprehension of what the child has read, or poor memory of visual information. Sometimes this process results in number and letter reversals and the inability to write symbols in the correct sequence.

Phonological (auditory) dyslexia refers to the specific learning disability termed auditory processing, or the more severe condition termed Auditory Processing Disorder (OPD). This form of dyslexia involves difficulty with sounds of letters or groups of letters. When this form of dyslexia is present, the sounds are perceived as jumbled or not heard correctly. And just as with visual processing, the brain correctly interprets information that it correctly received.

Dyspraxia refers to the learning disability term sensor-motor integration and is a widely pervasive motor condition characterized by impairment or immaturity of the organization of movement, with associated problems of language, perception and thought. Typically, the child in question may be seen to be clumsy and poorly coordinated.

The term dyspraxia is separated into "true dyspraxia" a lifelong condition that responds to some degree to consistent, early, and structured intervention; and “developmental dyspraxia” a matter of neurological immaturity, a delay rather than a deficit that can be resolved over time with appropriate treatment. The problem is that only time determines the difference.

“Verbal praxis” refers to weaknesses observed in the mechanisms of speech production such that articulation is impaired and expressive language is inhibited. Speech production and articulation are not considered learning disabilities, and are addressed by a speech and language therapist.

Dysgraphia is the term given to the most significant educational effects of the condition and refers to an inability to hold or control a pencil so that the correct markings can be made on paper. These symptoms are most commonly seen as poor letter formation in printing, or as poor cursive handwriting skills. As a specific learning disability these symptoms would be identified as immature fine motor development.

Dyscalculia is a lesser known disability, similar and potentially related to dyslexia and developmental dyspraxia.

The term refers to an impairment of the ability to solve mathematical problems, usually resulting from brain dysfunction. It occurs in people across the whole IQ range, and sufferers often, also have difficulties with time, measurement, and spatial reasoning.

Although some researchers believe that dyscalculia necessarily implies mathematical reasoning difficulties as well as difficulties with arithmetic operations, there is evidence that an individual might not be able to manipulate the numerals in addition, subtraction, multiplication and division (or dyscalculia), with no impairment of, or even giftedness in, abstract mathematical reasoning abilities.

Dyscalculia can be detected at a young age and measures can be taken to ease the problems faced by younger students in the same way that dyslexia can be dealt with by using a slightly different approach to teaching. However, dyscalculia is the lesser known of these learning disorders and so is often not recognized.

Aspects of Treatment

Before any treatment is started, an evaluation must be done to determine the specific type of dyslexia. While there are many theories about successful treatment there is no actual cure. There are, however, many techniques for helping the child to learn.

In addition to what the school has to offer, there are alternative treatment options available outside the school setting. Although alternative treatments are commonly recommended, there is limited research supporting the effectiveness of some treatments. In addition, many of treatments for different types of dyslexia are very costly, and it may be easy for frustrated parents to be misled by something that is expensive yet sounds attractive. A more reasonable and inexpensive plan of action is outlined in an earlier article about preventing learning disabilities.

Perhaps the most important aspect of any treatment plan for dyslexia is attitude. If the parents avoid the tendency to label their children, and maintain a positive attitude, the child will be influenced by the attitudes of the adults. As a consequence, problems with self-esteem, depression and other emotional concerns that usually accompany dyslexia will become less of a problem.

If you have dyslexia and are looking for information, interventions and literacy help, www.beatingdyslexia.com is highly recommended.

Leave Types of Dyslexia go to Childhood Obesity and Learning.