The Breakthrough Blog

The article Brain scans shed light on dyslexia, written By Health Day Reporter Amanda Gardner, sheds light on dyslexia causes with modern brain scanning technologies. The findings, published in the online issue of Current Biology, seem to be in line with previous research. The experiment laid the foundation for the neuro-anatomy of dyslexia versus the [...]

If you’re the parent of a child who’s having trouble learning or behaving in school, you quickly find yourself confronted with a series of difficult choices. You can do nothing — and watch your child flounder while teachers register their disapproval. Or you can get help, which generally means, first, an expensive and time-consuming evaluation, [...]

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 [...]

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 [...]

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% [...]

Learning Breakthrough was developed to address foundational brain processing and strengthen the weak cognitive skills of students who are not meeting the demands of classroom work or adults that have struggled with learning challenges (or are involved in TBI or stroke rehabilitation) as well as those working to reduce the natural cognitive declines experienced as [...]