The Phonological Model of Dyslexia
Doctor Morgan of Sussex, England, published the first case of what is now known as dyslexia in 1896. Dr. Morgan wrote about Percy F, a 14-year-old boy who was intelligent, bright, quick with learning games, and the intellectual equal of his peers. He fell behind, however, in his inability to learn how to read. Today, as in 1896, most people associate intelligence with the ability to read, but Percy F and the experience of millions of people with dyslexia breaks down the relationship between reading and intelligence (1). But, researchers were left with the question, "What causes dyslexia if intelligence is not the marker?
The exact cause of dyslexia is unknown. However, researchers believe dyslexia is a reading disability with underlying genetic, developmental and neurological causes (8). People with dyslexia have trouble reading despite normal or high intelligence and exposure to sufficient language instruction. Specific reading problems apparent in dyslexia include reversal of words and letters, difficulty in pronouncing new words, difficulty in making a distinction between similarities and differences in words (on for no), and difficulty in discerning differences in letter sounds (ten, tin) (2).
In order to understand the specific reading problems associated with dyslexia, it is important to know how the brain conceptualizes language. The brain recognizes language in a hierarchical order. The upper levels of the hierarchy deal with semantics (the meaning of words), syntax (grammatical structure), and discourse (connected sentences). The lowest levels of the hierarchy deal with breaking words into separate small units of sound called phonemes. Thus, before words can be comprehended ...
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...and Biological Unity by Paulesu et al. , on the Science Magazine Online web site
http://www.sciencemag.org/cgi/content/full/291/5511/2165
7) Dyslexia: Same Brains, Different Languages by Laura Helmuth , on the Science Magazine Online web site
http://www.sciencemag.org/cgi/content/full/291/5511/2064?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&titleabstract=Dyslexia&searched=QID_NOT_SET&stored_search=&FIRSTINDEX=&fdate=10/1/
8) Fact Sheet: Dyslexia , on the Learning Disabilities Association web site
http://www.ldanatl.org/factsheets/Dyslexia.shtml
9) Beginning Reading And Phonological Awareness For Students With Learning Disabilities by Michael M. Behrmann , on the Kid Source web site
http://www.kidsource.com/kidsource/content2/disability.phonological.html
10) Brief Introduction to FMRI , on the FMRIB web site
http://www.fmrib.ox.ac.uk/fmri_intro/
Ward, G., Farrell, A., & Rousseau, D. (2009). Does racial balance in workforce representation yield equal justice? Race relations of sentencing in federal court organizations. Law & Society Review, 43(4), 757-806. doi:10.1111/j.1540-5893.2009.00388.x
Before we can expect people to alter their perceptions, they must understand what it is. Dyslexia is a learning disability linked to those who struggle with reading. Although, it seems pretty simple, dyslexia is extremely challenging to identify because it is not defined by one specific thing. Moreover, it includes a wide array of difficulties such as: trouble spelling words, reading quickly, writing out words, “sounding out words in” head, pronunciation and comprehension.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
To begin with, dyslexia is not a something that can be seen right away. People do not have symptoms like nausea or congestion to show that have dyslexia. Dyslexia is a disability that happens in the brain. Even though it can not always be physically seen, there are a few ways to tell if someone has dyslexia. If a child has dyslexia, it can be shown by the child reading with pauses or reading the words incorrectly by placing another word in instead of the one written down. An example would be by confusing the word ‘cat’ with bat or word like “fell/fall and who/how” (Dyslexia) There can be many possible reasons for misreading these words, one reason would be because the brain is just too tired to be able to connect what it sees to what it is supposed to sound like. Non dyslexic people can tell how words are supposed to sound by dividing the word into “individual phonemes” (V., Nathan). Phonemes are similar to syllables. Except there can be many phonemes in a one syllable words. Phonemes are the units of sounds words. An example is the words ‘bag.’ If divided by phon...
Smith, Robert J., and Justin D. Levinson. "Seattle University Law Review." "The Impact of Implicit Racial Bias on the Exercise of Prosecutorial Discretion" by Robert J. Smith and Justin D. Levinson. 2012. Seattle University School of Law. 13 Nov. 2013 .
Even though racism has always been a problem since the beginning of time, recently in the United States, there has been a rise in discrimination and violence has been directed towards the African American minority primarily from those in the white majority who believe they are more superior, especially in our criminal justice system. There are many different reasons for the ethnic disparities in the criminal justice system between the majority and the minority, but some key reasons are differential involvement, individual racism, and institutional racism to why racial disparities exist in
In modern-day America the issue of racial discrimination in the criminal justice system is controversial because there is substantial evidence confirming both individual and systemic biases. While there is reason to believe that there are discriminatory elements at every step of the judicial process, this treatment will investigate and attempt to elucidate such elements in two of the most critical judicial junctures, criminal apprehension and prosecution.
It is normal to believe that the United States has, first and foremost, the idea of the essential dignity of individual human beings, the equality of all men, and certain inalienable rights to freedom. What keeps a majority of people skeptical is the oppression and biased conclusions that have been observed in the criminal justice system the last few years. The Sentencing Project, a non-profit organization that is criminal justice oriented, published a report named “Reducing Racial Disparity in the Criminal Justice System: A Manual for Practitioners and Policymakers” which contains enough statistics to consider the decisions taken by the criminal justice system as suspicious or questionable. “Minorities charged with felonies were more likely to be detained than whites,” the report stated, creating an evident discrepancy between the unbalanced equations of equal justice (para #5). To support this idea, the report mentions, “A black male born in 2001 has a 32% chance of spending time in prison at some point in his life, a Hispanic male has a 17% chance, and a white male has a 6% chance.” The entanglement between the judicial decision and the ethnicity or skin color is becoming not an assumption but a reality. Last but not least, it states that DNA testing indicates that a 63% of African American people are exonerated, meaning that
Welch, Kelly. 2007. “Black Criminal Stereotypes and Racial Profiling.” Journal of Contemporary Justice 23(3): 276-288 also talks about the discrimination within the courtroom, in the court it has been shown that the prosecutors when fighting a case against the defendant who’s client is Black use their race as an argument to win the case. They try to show how Black people are prone to be violent due to racial factors and therefore should be sentenced harshly. Given the history, unfortunately this argument sets in well and therefore leads to sentencing and prison time for the Black
Excerpt #9 (for grammar and plagiarism) Conceptual Underpinnings Reading Recovery is based upon ten principles and the success of the program lies within the integration of these principles with careful, sensitive application throughout the 30 minute Reading Recovery lesson. Each lesson looks differently for each child who is learning to read and write. (The ten principles are Phonological Awareness, Visual Perception of Letters, Word Recognition, Phonics and Decoding, Phonics and Structural Analysis, Fluency, Comprehension, Balanced and Structured Approach, Early Intervention, and Individual Tutoring.) Phonemic Awareness- Phonological Awareness is the awareness that language is composed of sounds and the understanding of the relationship
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
The long disputed debate about the primary cause of dyslexia is still very much alive in the field of psychology. Dyslexia is commonly characterized as a reading and writing impairment that affects around 5% of the global population. The disorder has frequently been hypothesized to be the result of various sensory malfunctions. For over a decade, studies have made major contributions to the disorder's etiology; however, scientists are still unclear of its specific causal. Initially, dyslexia was thought to be a reading disorder in children and adults (1). Later it was suggested to consist of both a visual and writing component, therefore characterizing it as more of a learning disability which affected people of normal intelligence's ability to perform to their fullest potential (5). In the current research, cognitive and biological perspectives have often been developed independently of one another failing to recognize their respective positions within the disorder's etiology.
Stanberry, K., & Swanson, L. (2009). Effective Reading Interventions for Kids With Learning Disabilities. In LD online. Retrieved January 13, 2014
Dr. James Kerr, the first person to notice the signs and symptoms of dyslexia in 1896, taught at a school and initially became concerned with the children unable to read. Unknowingly, he came to the conclusion that the inadequate readers suffered from blindness. His observation had nothing to do with poor vision; although, in some areas of Britain and Scandinavia the overall condition is still labeled as blindness. (Dyslexia) Karl Kussman, receives recognition as the first person to give the condition its name due to the fact that the word derived from Greek origin. Its prefix dys means “difficult” while the suffix lexis means “words”. (Dyslexia: Get pg. 8) Presently, the name for these specific signs and symptoms mainly deals with the struggle to read are dubbed as dyslexia. The World Federation of Neurology termed the definition of dyslexia in 1968 as “A disorder in children who, despite conventional classroom experience, fail to attain the
Phonological awareness and reading are closely related, such that, during pre-school and kindergarten, it provides critical insight into the skills that children use to learn to read (Adam, 1990).