Hugo:
 
The genes are the horse. Genetic mutations cause structural
abnormalities which lead to functional differences (the cart) that often
start with auditory/phonological processing deficits (and or naming
speed, and processing speed), which commonly become language deficits,
which then become literacy acquisition deficits, which then starts the
affective deficits, and finally lack of practice deficits are piled into
that cart. See evidence below. 
 
 
There are many studies that demonstrate biological and behavioral
differences in pre-literate children. How could affect change the
structure of these students' brains and genes? These children then grow
up to become dyslexic. The differences I refer to are numerous:
 
1. Paula Talall's studies of auditory processing dating back to the
70's. She devised an ingenious test that measured babies ability to
perceive speech sounds. Here is a link to an interview transcript in
which she describes the experiment and the findings. These are babies.
They have not had language or reading failures yet, but they demonstrate
measurable differences in auditory processing.
http://www.childrenofthecode.org/interviews/tallal.htm
 
See also Tallal, P., Miller, S., Jenkins, B., & Merzenich, M., (1997)
The Role of Temporal Processing in Developmental Language-Based Learning
Disorders: Research and Clinical Implications, In: Foundations of
Reading Acquisition, Benita Blachman, Ed., Lawrence Erlbaum Assoc., Inc.
Publishers.
 
Available on Google books with free on-line viewing. Pages 49-66.
http://books.google.com/books?id=nPF1tFZquLEC
<http://books.google.com/books?id=nPF1tFZquLEC&printsec=frontcover&dq=fo
undations+of+reading+acquisition+and+dyslexia#PPA49,M1>
&printsec=frontcover&dq=foundations+of+reading+acquisition+and+dyslexia#
PPA49,M1
 
 
2. Joseph Torgesen and many other have measured phonological skills, and
various naming skills in pre-literate children (preschoolers) and sure
enough, the kids low in those skills are the ones who grow up to be
dyslexic (with about 90% accuracy). How could affect already be the
source when they have not even begun reading (where the affective damage
you refer to is happening)? 
 
3. What about the genetic studies from around the world that are finding
genetic mutations in dyslexics. Did affect change their genes? You are a
biological scientist. I will attach an excellent article about genes and
dyslexia in separate email (my server won't accommodate it with this
message). There are many more also.
 
4. Then there are the neuro-anatomy studies of dyslexic brains at
Harvard. Autopsies of the brains of known dyslexics have common
structural abnormalities, caused by neural migration disorders in the
developing fetus. A genetic defect is implicated in this disorder that
causes neurons in the developing brain of a fetus to migrate to the
incorrect location. Is affect already in play in a very young fetus? See
the attached article on neural migration disorders and dyslexia.
 
Unless I have missed a posting, you have never addressed the genetic and
anatomical differences in dyslexics. As a veterinary doctor, I find it
puzzling that you have consistently not commented on these biological
findings involving dyslexics. 
 
 
Brant Hayenga
Educational Diagnostician 
Stapleton Elementary/Rio Rancho Middle School
(505) 896-0667 ext. 226 (District Office)
(505) 891-8473 ext. 519 (Stapleton Elementary)
bhayenga at rrps.net
 
 
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