Dyslexia: is it genetic and what does this mean for social inclusion?
| Published date | 14 November 2016 |
| DOI | https://doi.org/10.1108/MHSI-08-2016-0024 |
| Pages | 202-207 |
| Date | 14 November 2016 |
| Author | Sue Holttum |
| Subject Matter | Health & social care,Mental health,Social inclusion |
Dyslexia: is it genetic and what does this
mean for social inclusion?
Sue Holttum
Sue Holttum is a Senior
Lecturer at the Salomons
Centre for Applied Psychology,
Canterbury Christ Church
University, Southborough, UK.
Abstract
Purpose –This paper starts by considering what it means if dyslexia has genetic or environmental causes.
The author also explains phrases used by genetic researchers and the kind of things they look for in genetic
material. The purpose of this paper is to discuss two recent studies on dyslexia that shed light on either
genetic or environmental causes.
Design/methodology/approach –One study was a thorough exploration of possible genetic differences
that could be present in children experiencing reading and language difficulties. The other study examined
a large sample of the Canadian public to see whether there was a link between dyslexia and having
experienced physical abuse as a child or teenager.
Findings –The study on genetic differences found no evidence for some previously suggested genetic
causes of dyslexia. Although previous studies have suggested dyslexia runs in families, the genetic
contribution may have been overestimated. The study on the Canadian public found that people who
reported experiencing physical abuse in their younger years were six to seven times more likely also to have a
diagnosis of dyslexia. Childhood trauma is known to affect brain development.
Originality/value –Although this paper only discusses two papers in detail, they are two of the most recent
explorations of genetic and environmental links to dyslexia. There could be a case for greater attention to
possible traumatic experiences in children identified as dyslexic. Physical abuse is one possibility but should
never be assumed. Families can be under strain and may need more support. However, dyslexia and the
mental health difficulties that can result from childhood trauma can reduce a child’s current and future social
inclusion. Early intervention may avert this outcome.
Keywords Social inclusion, Environment, Dyslexia, Genes
Paper type Viewpoint
What does it mean to be told you are dyslexic?
When children or adults are given a diagnosis of dyslexia, it can be a relief because it seems to
explain the difficulties they have experienced, for example, in learning to read. School
experiences can be painful, as children can come to feel they are not as good as others because
of these difficulties. This may in turn lead to anxiety or depression, either directly or when children
slip behind in school and do not achieve their potential, or are disadvantaged in relation to their
chosen field of employment. A diagnosis of dyslexia early on may lead to support being put in
place to prevent children slipping behind, or to help them work out how best to achieve their
goals in light of their individual strengths and weaknesses.
Is dyslexia genetic and what does it mean if it is?
Sometimes people are told dyslexia is a genetic condition, and that therefore it is not their fault.
Yet the assumption of a genetic cause may not reduce the feeling of blame. It has been shown
PAGE202
j
MENTALHEALTH AND SOCIAL INCLUSION
j
VOL. 20 NO. 4 2016, pp. 202-207, © Emerald Group Publishing Limited, ISSN 2042-8308 DOI 10.1108/MHSI-08-2016-0024
To continue reading
Request your trial