There are many therapies that have been reported helpful in dyslexia. To date, each therapeutic endeavor has been often poorly understood and thus incompletely explained. And the absence of a theory that can bring all the helpful therapies under a common “umbrella” together has thus far resulted in a fragmented therapeutic approach. To make matters worse, since the effectiveness of most of these varied therapies tends to refute the thinking-brain processing theories of dyslexia, conflict was created rather than resulting in unbiased meaningful/comprehensive understanding.
Accordingly, the aim of this article is to provide readers with a simple unifying albeit highly summarized explanation as to how these varied therapies work. And as you will see, this explanation is completely compatible with Dr. Levinson’s dynamic vector theory of dyslexic symptom formation: inner-ear related dysfunction vs. compensatory mechanisms. In other words, all the many and varied dyslexic symptoms and their respective intensities are resultants of a dynamic combination of dysfunctioning inner-ear-related mechanisms on the one hand and compensating mechanisms attempting to minimize impairments on the other. Thus stress, anxiety, seasonal allergies, ear and sinus infections as well as any and all disorders impairing or destabilizing inner-ear functioning tend to maximize the intensity of symptom formation. By contrast, maturation, parental and educational support as well as favorable responses to a wide range of helpful therapies tend to minimize symptoms via compensatory functioning.
Needless to say, this clinically based and derived dynamic view of inner-ear determined dyslexic symptom formation with therapeutic and natural compensation clearly highlights the prior traditionalist fallacy of defining this highly fluctuating four dimensional disorder as if it were merely a simple two dimensional image fixed in stone. According to the mistaken traditional view, to be dyslexic, one had to be two or more years behind peers or potential in reading; being 1.9, 1.8, or 1.7 years behind wouldn’t count. And being severely behind in the typical non-reading dyslexic symptoms (i.e., writing, spelling, math, memory, speech, etc.) wouldn’t count, either.
Hopefully the following clinically-based and observed understanding of helpful methods will significantly contribute to every dedicated professional’s ultimate aim: to find and use the best possible approach in order maximize the help that can be provided to all dyslexics, young and old. Dr. Levinson has little doubt that this ensuing holistic therapeutic force and synergy will inevitably lead to new and more effective therapeutic combinations.