TREATMENT
Attempted therapies for dyslexia include educational remediation, medications, and psychosocial interventions. It appears that the most effective therapy is remedial education involving direct instruction in reading. Such remediation should include instruction and practice with letter-sound associations (phonics), word recognition tasks, and reading comprehension. That treatment approach is considered effective whether used in settings such as Head Start programs, pull-out programs or resource rooms, small classroom settings, or individual tutoring.
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Various types of cognitive-perceptual skills training (for example, sensory integration training, perceptual-motor training, occupational therapy, auditory memory training, vestibular stimulation, hemispheric stimulation, optometric training) have been used with reading disabled children. The effectiveness of those methods in improving dyslexia and reading disorder in the majority of children has not been convincingly demonstrated.
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Medical approaches to treating dyslexia include stimulant medications, antianxiety medications, motion sickness medication, vitamins, and special diets. The most promising are stimulants and piracetam. Both methylphenidate (Ritalin) and piracetam have been studied in double-blind trials. Although methylphenidate does not appear specifically beneficial to reading skills, there is some indication that piracetam may facilitate reading performance.
Psychosocial approaches to dyslexia include supportive psychotherapy, parent guidance and training, social skills training, relaxation training, and behavioral modification approaches. The effectiveness of such approaches for dyslexia has not been proved, although they are likely to be helpful for associated behavioral and emotional problems. Similarly, the benefits of speech or language therapy for reading are not known, although it may prove helpful for associated speech and language deficits.
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An overall treatment program should include attention to associated disorders such as language disorders or psychiatric disorders. In addition, it is likely that individual characteristics of the child–motivation, learning style, attentional abilities, and responses to instructional strategies or to curriculum materials – may be significant to treatment selection and outcome.
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