The Breakthrough Blog

Dyslexia in children and adults is often addressed according to two models, each of which generally focus on linguistic or language-related skills. “These methods emphasize strategy and cognitive development and are not based on a brain processing relationship, which is dysfunctional in dyslexia. Consequently, these techniques have not produced consistent reading improvement.” (Goldstein, 2001) Goldstein’s assessments still ring true today. Even so, many dyslexia treatment options tout an emphasis on “teaching” those with dyslexia words in a clearer way as if other reading educational efforts have somehow failed. The problem is, of course, that dyslexia is not necessarily a letter recognition problem, it is instead a cognitive processing problem. This means that dyslexia treatments based on language skills alone often fail.... Read More

Sensory Integration is a term that describes how we organize and fully process the information gathered from our senses. The study of sensory integration describes how the brain functions to instantly and automatically interpret where we are, what we see, what we feel, and what we hear in a meaningful framework. Efficient and accurate processing of sensory inputs is a key element of cognitive development and enables us to interpret abstract concepts. We assign meaning and extract value from contextual information of all kinds due to sensory integration and predictably, which is also how we learn what those meanings and values are, enabling the most basic cognitive concepts. Without well-functioning sensory processing abilities, the brain receives sensory signals that don’t get organized (integrated) into appropriate responses; which in turn leads to all sorts of challenges…including learning challenges.... Read More

To those who have not spent time pouring over the wealth of academic studies discussing the relationship between balance and dyslexia (as well as a host of other reading and learning difficulties), it might seem strange to suggest that balance and dyslexia bear any relation. However, when we realize that balance is governed by the vestibular system—a vast network that spans across other neural and body systems—it begins to make sense that a lack of balance and calibration of the delicate but immense processes governing cognitive acts (like reading or writing) can be upset when the balance and sensory systems themselves are not performing properly.... Read More

Publication of the Fifth Edition of Diagnostic and Statistical Manual of Mental Disorders (DSM-5) is scheduled for publication in May 2013. This is an important document, you might even call it hugely important, for a number of reasons. The manual’s effects are such that its revisions can have a rippling impact for decades to come and this extends far beyond the psychiatric community of professionals that oversees its publication.... Read More

Balance is a multi-sensory activity. Our “sense” of balance, from the time of our embryonic development through full-fledged adulthood, is based on the proper functioning of the vestibular system in close conjunction with our visual, motor skills and positioning (proprioceptive) systems. Body position, muscular-skeletal control, tactile feedback, motor coordination and visual processing inputs all combine to form a “multi-sensory network” with many functions. This seamless system of inputs and feedback must work precisely to form what we call our sense of balance. Highly calibrated sensory integration skills are required for good balance and a range of learning, reading and other difficulties occur when the relationship between balance and our other sensory systems is upset or out of sync.... Read More

Interviews from Learning Breakthrough about the balance and sensory integration, Whole Brain System, Attention Deficit Disorder, and more.... Read More

Check out some of the various seminars by Dr. Belgau.... Read More

Dyslexia is a learning disorder that manifests itself as a difficulty with reading, spelling and in some cases mathematics. It is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction. It is estimated that dyslexia affects between 5% and 12% of the U.S. population in some degree and is thought to be the result of a neurological defect/difference, and though not an intellectual disability, a language disability, among others. It is also worth noting that most dyslexics who have Boder’s Dysiedetic type, have attentional and spatial difficulties which interfere with the reading acquisition process as well.... Read More

Frank Belgau describes some of the history of Learning Breakthrough in this clip from a seminar in Orlando, Florida.... Read More

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