‘New research finds misconceptions about the brain, known as neuromyths, are common, particularly those related to neuro developmental disorders such as dyslexia, attention deficit hyperactivity disorder (ADHD), and autism spectrum disorders et al.’[[1]] Specific Learning Difficulties (SpLDs) is an umbrella that covers a wide range of challenges, these being Dyslexia, Secondary Language Dyslexia (SLD) Developmental Language Disorder (DLD), Dyscalculia, Developmental Coordination Disorder (DCD) or known as Dyspraxia et al. [[2]] SpLDs is compounded further by external challenges that can undermine learning such as domestic abuse, sexual abuse, drug addiction, mental health, sexual identity, cost of living, lack of support from parents, peer pressure, et al. Are specific learning difficulties (SpLDs) a neuromyth or a series of real challenges? Ed-HAST will provide enough evidence to answer this fundamental question through a pilot study.
Dysgraphia, Dyslexia and Orthography: [[1]], [[2]], [[3]]: When at primary school, we all start out with dyslexia and dysgraphia, and we learn to identify what picture goes with what sound. Therefore, handwriting consists of orthography, phonology, neural pathways, memory, concentration, fine motor skills, vision, and hearing et al. We all know that when we write, we are reading at the same time and pronouncing the words in our mind to create a sentence. Through repetitive practice at school, we create our own unique style which Graphologists call ‘graphic maturity’ as defined by Dr Robert Saudek in 1935 [[4]], [[5]]. Dr Robert Saudek also identified what we call today a ‘Second Language Dyslexia’ and foreign people writing a new language would never reach ‘graphic maturity’ in their new language. This proves there is a direct link between ‘dysgraphia’ and ‘dyslexia’ is ‘orthography’ [[6]].
Only Reading: Over emphasis of reading undermines orthography and ensures the act of writing becomes more challenging. By concentrating on phonetics and reading, the child is not learning to recognize pictures, movement, direction, spacing, pen hold, or concentration. Indeed, neural pathways, memory, fine motor skills, vision, and that are used in orthography are being undermined. If the child is asked to write, they will still show signs of dyslexia and dysgraphia. The impact and damage of over emphasis on reading can be explained in Professor Kahneman lecture ‘The Wonders and the Flaws of Intuitive Thinking.’[7] Professor Kahneman describes the two systems that drive the way we think. System 1 is fast, intuitive, free will, distraction, and emotional. System 2 is slower, more deliberative, structured, ordered, lazy, and logical. Professor Kahneman is describing the processes involved in specific learning difficulties and that system 1 (being intuitive is faster) is in direct conflict with system 2 (being logical is slower). Some children will be intuitive, and some will be slow. Those children who fit into system 2 will ‘switch off’ more easily than those who fit in system 1.
Dysgraphia: The picture below shows 3 types of handwriting. Whilst orthography is present, the children have not been ‘taught the laws of handwriting’ and repetitive practice has not been taught sufficiently. This is typical of those children who have been taught to concentrate on readingat the sacrifice of learning handwriting and orthography. The author of this paper (James Marshall) knows that the below examples of dysgraphia will be very common in all schools with those children who suffer from specific learning difficulties. This can be corrected with the correct handwriting exercises being employed by the teacher / school.
[1] The Relationship between Reading and Writing: An Overview | Learning Center for children who learn differently, their teachers’ and parents in Dubai, Middle EastLearning Center for children who learn differently, their teachers’ and parents in Dubai, Middle East (lexiconreadingcenter.org)
[2] Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other? – PMC (nih.gov)
[3] Orthography in Linguistics | Definition, Origins & Elements – Lesson | Study.com
[4] Graphic maturity was another area that Saudek believed to be important to graphology. He defined this as the mastery of writing. When graphic maturity was achieved it meant that an individual is able to write spontaneously, without paying too much attention to the formation of letters, words or phrases. He suggested that people who have not reached graphic maturity should be treated as special cases in graphological analysis. Indeed foreigners writing a new language may not have reached graphic maturity in that language. Typically in his mother tongue an individual would reach graphic maturity around puberty.
[5] WestminsterResearch https://westminsterresearch.westminster.ac.uk/download/1885d36
[6] Orthography can be used to describe any system of writing, whether it be the alphabet we use to write English or ancient writing systems such as Egyptian hieroglyphs. Whereas orthography is concerned with how humans record language in writing, phonology is concerned with the way humans organize language into speech.
[7] Professor Kahneman Lecture “The Wonders and the Flaws of Intuitive Thinking” (63 min.) http://www.princeton.edu/~kahneman/multimedia.htm
[1] Neuromyths prevalent among general population and educators | IOE – Faculty of Education and Society – UCL – University College London
[2] A Guide to Specific Learning Difficulties (SpLDs) and Resources (routledge.com)