Bangor Dyslexia Test Dyslexia Dyslexia is a neurologically-based, often familial, disorder which interferes with the acquisition and

processing of language. Varying in degrees of severity, it is manifested by difficulties in receptive and expressive language including phonological processing, in reading, writing, spelling, handwriting, and sometimes in arithmetic.

Dyslexia is not the result of lack of motivation, sensory impairment, inadequate instructional or environmental opportunities, or other limiting conditions, but may occur together with these conditions. Although dyslexia is lifelong, individuals with dyslexia frequently respond successfully to timely and appropriate intervention. The World Health Organization (WHO):

"A disorder manifested by difficulty learning to read, despite conventional instruction, adequate intelligence and sociocultural opportunity. It is dependent upon fundamental cognitive disabilities which are frequently of constitutional origin". The US Diagnostic and Statistical Manual of Mental Disorders DSM-IV:

Defines dyslexia as "reading achievement that falls substantially below expected levels given an individual's age and education. The reading deficit should be sufficiently severe as to interfere with everyday activities requiring reading (e.g., schoolwork or employment). Finally, the reading deficit cannot be strictly due to a sensory disorder; for instance, it cannot be strictly due to vision problems that prevent an individual from seeing words on a page." Symptoms May appear bright, intelligent however their reading ,writing and spelling level is below their average group Have average or above average intelligence, yet may have poor academic record May have good oral language abilities but will perform much more poorly on similar written language test May be labeled lazy, dump, careless, immature not trying hard enough or as having behavior problems Might have poor self esteem might be easily frustrated and emotional about school reading or testing.

Might try to hide their reading weaknesses ,and use lame excuses to avoid it Might learn best through hand-on experience, demonstrations, experimentation, observation and visual aids Symptoms *Can show talent in other areas such as art, drama, music, sports ,mechanics, story telling, business, designing and building * Have related problems with attention in a school setting, for instance they might seem to day dream, get lost easily or lose track of time, and have difficulty in sustaining attention * Spelling errors- they misspell words or leave vowels out of words (eg spelling majic as mjc) * Reading-they are unable to read individual words or phrases * Individuals with dyslexia may have difficulty with hand writing i.e., slower writing speed or poor hand writing characterized by irregular formed letters * Have difficulty with multiplication tables and other mathematics which involve remembering the order in which numbers appears a noticeable difference between the pupil's ability and their actual achievement; Types 1. Trauma dyslexia usually occurs after some type of brain trauma or injury to the area of the brain that controls reading and writing. 2. Primary dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with maturity. Individuals with this type are rarely able to read above a fourth grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is hereditary and is found more often in boys than in girls. 3. Developmental dyslexia is caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. This type is also more common in boys. Variations in Dyslexia Literal Dyslexia, also referred to as, "Letter Blindness," a person has difficulty in identifying letters, matching upper case letters with lowercase, naming letters, or matching sounds with the corresponding letters. Word Dyslexia, a person may read individual letters of the word but not the word itself, or read a word, but not understand the meaning of the word. Some dyslexics may read words partially. For example, a person may read the word, "lice," as, "ice" or as, "like." The person may realize that these are incorrect, but cannot read those words correctly. Some dyslexics do better by moving their finger along the outline of a word or, by tracing the letters in the air. Phonological Dyslexia, a person has difficulty in converting letters to their sounds. They can read words that are already familiar to them, but have trouble reading unfamiliar or novel words.

They also have difficulty in reading a nonword such as, "tord." They may misread this nonword as a real word that looks similar. They sometime also misread actual words as other ones that look similar. Variations in Dyslexia Neglect Dyslexia, a person neglects either the left or the right side of words, a problem particularly highlighted in reading long words. For example, if asked to read, "strowt," he or she may read it as, "owt." Given a word such as, "alphabetically," persons with this particular form of dyslexia will miss some of the first few letters. For example, they may read it simply as, "betically." There may be a problem with compound words. For example, a compound word such as, "cowboy' may be read partially, as, "cow" or "boy." Semantic Dyslexia, a person distorts the meaning of a word or incorrectly reads a word because of the confusion in the meaning of the given word. People with semantic dyslexia may say an antonym, synonym, or a subordinate of a word instead of the word proper. For example, they may misread, "dog," as "cat" or "fox." They may misread, "twist" as "twisted" or "buy" as "bought." Some have trouble reading function words such as, "of," "an," "not,'' and "and." Variations in Dyslexia Spelling Dyslexia, a person may have a problem reading all types of words and sometimes have trouble identifying individual letters. Their reading is extremely slow and hesitant, particularly on long words. While a normal reader takes about 30 milliseconds for reading each additional letter, a spelling dyslexic may take about a second to do the same. Some dyslexics tend to read words, one letter at a time, even if those are short and familiar. Dyslexia without Dysgraphia, a person has problem in reading but not in writing. Sometimes, it is referred to as, "Pure Dyslexia." Some have trouble doing written arithmetic because they have to read the text and the numbers, but the same people may not have any problem in doing spoken arithmetic. Dyslexia without Dysgraphia may never be identified, because, to confuse the matters, a person may have a nearly normal oral language and, his or her writing and oral spelling may be virtually unimpaired. Dyslexia With Dysgraphia, also referred to as, "Deep Dyslexia," a person has a problem in writing letters and words, grasping word-meanings, integrating the sounds of letters, and in pronouncing unfamiliar, and sometimes, even familiar words. People in this category face the biggest challenge and need our closest attention for educational and career planning. Warning symptoms of dyslexia If a child struggles with spelling, or is a slow reader, or he or she has difficulty getting their creative thoughts down on paper in acceptable form, then it is worth testing him or her for dyslexia. Causes

Genetic Predisposition Studies have revealed that a region of chromosome 6 and 18 two of the 23 pairs of human chromosomes is strongly associated with the condition. It is clear that dyslexia is very frequently found in families, and is often accompanied by lefthandedness somewhere in the family. This does not mean to say that a dyslexic parent will automatically have a dyslexic child, or that a left-handed child will necessarily be dyslexic. But where dyslexia is identified, between a third and a half of children have a history of learning difficulties in their family, and more than half have a family member who is left-handed. A larger right hemisphere Dyslexics have a larger right hemisphere than normal people do and The brains of dyslexic children show an unusual variation in left- and right-side activity. Recent research has found that, whereas non-dyslexic children use the left side of their brain for language work, dyslexic children have to use the right side as well. This is not the side of the brain that is wired for language work, and, as a result, the brains of dyslexic children and adults have to work about six times harder. This may be why dyslexic children and adults become fatigued by language work and dealing with text. Causes

Faulty wiring of neurons In addition to unique brain architecture, people with dyslexia have unusual "wiring". Neurons are found in unusual places in the brain, and are not as neatly ordered as in non-dyslexic brains. Damage in nerves Dr John Stein, from Oxford University, has found damage in the optic nerves of dyslexic children, and believes other areas of the brain's nervous system may also be affected. His controversial idea also appears to account for other trouble experienced by some dyslexic children, such as subtle hearing problems. Dr Stein, according to New Scientist magazine, also believes that the damage occurs in the brain of the developing fetus and may be caused by the mother's immune system. Causes

Hearing problem at an early age If a child suffers frequent colds and throat infections in the first five years, the ears can be blocked from time to time so that hearing is impaired. The parents can easily be unaware of this until a doctor actually looks into the child's ear. This condition is sometimes known as 'glue ear' or 'conductive hearing loss'. If the difficulty is not noticed at an early stage, then the developing brain does not make the links between the sounds it hears. Different activity in Brocas area Over the last thirty years there have been many explanations to what causes the symptoms of dyslexia. Various areas of the brain have been targeted most notably the Broca's and Wernicke's areas. These two parts are linked closely with our language abilities so are obvious suspects. Several different studies using a variety of techniques have found that these areas are used differently by dyslexic brains. The problem is that there is no evidence to say that this is the cause of dyslexia. The difference in brain activity might be a symptom of dyslexia and not a cause. The Bangor Dyslexia Test Developed by Professor Miles, revised in 1997 takes about 30 minutes to administer and gives a score which can help decide if further assessment is needed.

Observations of how the child approaches the tasks are very useful, as is the Bangor Dyslexia Test's check of sequencing abilities and lateralility. This test uses a variety of sub-tests to provide a profile of the pupils' abilities in some features normally associated with dyslexia. It is a clinical test in which information is acquired in a one-to-one situation involving only the researcher and the child. It has a crude scoring scheme to convert information from observations to numerical form. Symbols Used

1. + = subject fails the test or satisfies the other specified criteria. This indicatesdyslexia-positive responses. - = subject succeeds in the test without showing any of the specific criteria for dyslexiapositive. His performance is therefore dyslexia-negative. 0 = subject satisfies some of the loss stringent criteria but his response can not be scored unambiguously as dyslexia positive or dyslexia negative. (In the digit test, the zero categories are not used. In other test two or more responses score as zero count as plus.) In some cases a score of zero is obtained by the two particular kind of response e.g. 2 correction or two pauses. In these cases a single correction and a single pause can in conjunction be scored as zero. For purpose of summing the total performances 0 may be scored as half a plus. Abbreviations The following abbreviations may be used on the test form: HES=the subject hesitated. RR= the subject asked the question to be repeated. EQ= the subject echoed the question. EP= (epanalepsis) the subject cued himself by repeating what he had said before. Subtests The Bangor Dyslexia Test contains 10 subtests that tap 'positive signs' of dyslexia. They are as follows: 1. 2. 3. 4. The Left-Right (body parts) Repeating polysyllabic words Subtraction Tables

5. 6. 7. 8. 9.

Months Forwards Months Reversed Digits Forwards Digits Reversed b-d Confusion

10. Familial incidence Interpretation If the total number of positive indicators are greater than the cut-off score of 5 than the test taker is considered to be dyslexic. If positive indicators are less than 5 then he/she would be considered non-dyslexic. Pattern of Comparative Studies Abstract Introduction Introduction of the test Introduction of the disorder Relevant Researches

Methodology subjects Instrument Material Procedure

Administration of the Test History of the patient Important details of the patient (manifestation of disorder in daily life, report of referral, important observations made, knowledge about subjects compensatory techniques, Compensatory strategies rely on what) History of the normal individual Test Taking Behavior (of both subjects)

Pattern of Comparative Studies

Ctd. Administration of the Test Behavioral Observation (of both subjects) Qualitative Interpretation (of both subjects) Quantitative Interpretation (of both subjects) Comparison (of both subjects)

Discussion Limitations And Suggestions Rehabilitation References

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