amongst dyslexic individuals. researchers posit that such a "masking" effect is due to the abnormal longevity of the visual trace produced in the magnocellular system, resulting in a lapse in acuity as effected individuals attempt to process connected text. anomalies in saccadic movement, which are instantaneous, fast, oscillating eye movements essential for unimpaired reading have been observed in people with dyslexia. when corrected for reading ability, dyslexic individuals demonstrate below normal saccadic eye movements, suggesting that the severity reading disorders may be due to oculo-motor deficits. however, further examination of the phenomenon shows that saccadic patterns in dyslexics seem to be a result and not the cause of the disorder, as decoding and comprehension failure were isolated as the antecedent for impairments in both the speed and accuracy with which dyslexics read. also, there is no evidence that children with oculomotor impairments are at risk of developing dyslexia. also suspected are convergence insufficiency and poor accommodation, both of which are uncommon in children, can interfere with the physical act of reading but not with decoding. language processing brain activation studies using pet to study language have found that people with dyslexia have a deficit in parts of the left hemisphere of the brain involved in reading, which includes the inferior frontal gyrus, inferior parietal lobule, and middle and ventral temporal cortex. a neural basis for the visual lexicon and for auditory verbal short term memory components have been proposed. wernicke's and broca's areas are being recast in terms of localized components of phonological input and output. some classical regions, such as the arcuate fasciculus, are having their "classical" roles questioned, while other regions, such as the basal temporal language zone, are growing progressively in terms of their recognized importance. working memory people with dyslexia have been commonly associated with working memory deficits, along with reduced activity in the pre-frontal and parietal cortex. observed differences in the neural pattern of people with dyslexia, namely decreased activation in the left and posterior midfrontal gyrus (lmg, pmg) and superior parietial regions of the brain further supports the view that deficits in working memory contribute to dyslexia. lmg and pmg are commonly associated with working memory processes such as memory updating and temporal order memory. behavioral experiments in dyslexia have largely been supportive of the mediating role assumed by working memory between neurological abnormalities and dyslexic behavior. limitations it is difficult to control for confounders when attempting to isolate specific causes; for example, the response to instructions by children is itself confounded by a subjects' environments, genetics and socio-economic status. controversy in recent years there has been significant debate on the categorization of dyslexia. in particular, elliot and gibbs argue that "attempts to distinguish between categories of 'dyslexia' and 'poor reader' or 'reading disabled' are scientifically unsupportable, arbitrary and thus potentially discriminatory". while acknowledging that reading disability is a valid scientific curiosity, and that "seeking greater understanding of the relationship between visual symbols and spoken language is crucial" and that while there was "potential of genetics and neuroscience for guiding assessment and educational practice at some stage in the future", they conclude that "there is a mistaken belief that current knowledge in these fields is sufficient to justify a category of dyslexia as a subset of those who encounter reading difficulties". the dyslexia myth is a documentary that first aired in september 2005 as part of the dispatches series produced by british broadcaster channel 4. focusing only on the reading difficulties that people with dyslexia encounter the documentary says that myths and misconceptions surround dyslexia. it argues that the common understanding of dyslexia is not only false but makes it more difficult to provide the reading help that hundreds of thousands of children desperately need. drawing on years of intensive academic research on both sides of the atlantic, it challenged the existence of dyslexia as a separate condition, and highlighted the many different forms of reading styles. julian elliot, an educational psychologist at durham university in the united kingdom, disputes the characterization of dyslexia as a medical condition, and believes it should be treated simply as a reading difficulty. according to elliot, "parents don’t want their child to be considered lazy, thick or stupid. if they get called this medically diagnosed term, dyslexic, then it is a signal to all that it’s not to do with intelligence.” elliot believes that children of all levels of intelligence may struggle with learning to read, and that all can be helped by educational strategies appropriate to their needs. he feels that resources are wasted on diagnosis and testing, and favors early intervention programs for all struggling readers. more recently julian elliot has also made reference to the 28 definitions of dyslexia which were documented in the appendices of the national research and development centre for adult literacy and numeracy report on developmental dyslexia in adults: a research review by michael rice with greg brooks may 2004. john everatt of the university of surrey 2007, has suggested that:- dyslexic students can be distinguished from other children with low reading achievement by testing geared to assessing their strengths as well as weaknesses dyslexic children tend to score significantly better than other children, including non-impaired children, on tests of creativity, spatial memory, and spatial reasoning dyslexic children also perform better than other reading-impaired children on tests of vocabulary and listening comprehension dyslexic children may be better served by educational intervention which includes strategies geared to their unique strengths in addition to skill remediation and thus recommends more comprehensive evaluation and targeted interventions.