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The notion of dyslexia is a vague one. No matter in which direction we look, there is really no satisfying definition, especially when we try to apply it to the student we are facing. This vague notion gets worse as soon as we are, as professionals, in front of a child who shows an apparent incapacity to go beyond certain rhythm, a certain level of learning or comprehension, without talking about the extreme cases which are very quickly out of circuit. This lack of a reliable definition becomes quickly disturbing.
Let us change our way of looking at things.
Most of the time, the notion of "dyslexia" will be accepted with relief, because we are confronted with obvious inversions of letters or numbers, or even mirror writing. Relief, because it proposes a theoretical approach known as speech therapy. Results however, are relative: we are rounding up the angles of the problem. The uncomfortable impression keeps on because we know that chances are, that any progress will fade, or even disappear after a few months or years. Naturally, we end up on "psychological" or "not a very high I.Q." because the individual remains rather closed up in front of our efforts, and the basic problem is still there. What if it is not psychological, familial, or congenital?
More and more the precise clinical facts show that we are misled with the above mentioned concepts. We are going to have to change the way we look at things. The most significant advance is the concept of "neurological disorganization." Two articles covered already this concept and we will not extensively come back on it. The important thing here is to remember the key elements, being that a cranio-mandibular trauma, meaning on the cranial "box", can lead to a "goofy" neurological function which is easily recognized by a specialized chiropractor. This neurological dysfunction is by no means in relation with psychological, familial, or congenital troubles, even though they can be contributing or aggravating factors.
To picture this, let us use the example of a kaleidoscope. The present image has a certain symmetry and cohesion. If you shake it, the coherence remains but the symmetry will be modified. The difference with the cranium is that, when a trauma happens, the inside will lose it's coherence and the central nervous system will get disorganized. Obviously the major therapeutic response will not be in the psychological, familial, or congenital field. The constant clinical results obtained clearly show that a major therapeutic approach starts to impose itself and will be the base of the resolution of these problems, by means of neurological reorganization by a chiropractor specializing in that field. And that is good news (but it will take time...)
