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Sound Therapy

About auditory stimulation and dyslexia

The problem of dyslexia and the theories as to why children and adults have this learning difficulty have been around for many years. As early as 1895, Hinshelwood proposed the theory that there was a malfunction in the Angular Gyrus in the brain that was causing the difficulty with learning. Research has continued since then, with many different theories being put forward.

Current theories of dyslexia include deficits in phonological awareness; dysfunction of language mechanisms and the failure of early sensory processing mechanisms and sensorimotor co-ordination. The above mentioned theories, however, do not seem to take into account the critical role that auditory problems play in the difficulties that a dyslexic child has to face.

Auditory problems result in a weakness in a child's ability to take in, to organise, to store, to retrieve, to add to existing information and to express what they want to say, as and when required. These problems lead to a deficit in auditory and language processing.

Therefore, when a pupil cannot perceive sounds adequately, it dramatically affects their ability to read or write as well as the ability to understand what is being said.

Research carried out at the University of Saragoza in Spain supports recent findings, using behavioural and electrophysiological methods, that suggest that dyslexia is a general auditory deficit instead of a language deficit.

There are many factors that can contribute to an auditory deficit. Children may inherit a language and auditory processing problem.

A child may also develop hearing habits which are inefficient for language intake. This can be as a result of repeated bouts of otisis media (ear infections) which causes reduced hearing in one or both ears during early childhood.

However, there are many children for whom there is no obvious reason for their difficulty.

Children with dyslexia usually get sounds within words, words themselves or even whole sentences jumbled or in the wrong sequence. This in turn may affect the understanding and production of both speech and writing.

Where language is poorly organised, a child will have to work hard to unravel what is said to him/her and may be unable to sustain the level of concentration required to do so, thus affecting learning.

Johansen Individualised Auditory Stimulation (JIAS) is designed to improve auditory processing efficiency. Improved auditory processing will help those children who find it difficult to follow instructions, do not seem to listen to what is being said to them, or need extra time to respond to a question.

JIAS can be of benefit to children, adolescents and adults with a variety of speech and/or language difficulties, both spoken and written (including specific learning difficulties and dyslexia).

This Auditory Stimulation has been developed to stimulate the nerve pathways into and within the brain. It is directed particularly to the pathways between the right ear and the left hemisphere of the brain, where information from the ears is first received.

From there, information goes to the deeper processing areas of the brain where it is interpreted.

Various forms of brain scanning have shown that this stimulation produces increased numbers of connectors in the form of dendrites and synapses. Connections within the language centres are therefore accelerated and made considerably more efficient, with the result that the processing of language is more efficient.

Concentration and understanding improves as information is dealt with more efficiently and does not swamp the child in the way it did before.
More information is able to be dealt with at a time. Following listening to JIAS music, literacy skills (reading and spelling) are often seen to improve as the child becomes more proficient at analysing the sound structure of words.

Together with good targeted teaching, this can help their literacy skills significantly. This means there is new hope for children with dyslexia.