Throughout this course, we have discussed a lot about the different types of learning disabilities that are present. One of the most common types of learning disabilities is called dyslexia. Within this writing, we shall discuss what dyslexia is, causes of this learning disability, the different types of dyslexia, the types of signs one can look for to identify a possibility of this learning disability, areas of life this learning disability affects, strategies to cope with this learning disability, strengths of this learning disability and some interesting facts and statistics.
The definition of Dyslexia has been changing for a long time. For example, in the 1920’s dyslexia was defined as a type of defect in the visual system which lead for people with dyslexia to be unable to read (NINDS, 1996). Another example was in 1968, The World Federation of Neurologists defined dyslexia as a type of disorder which children despite conventional classroom experience, fail to attain the language skills of reading, writing and spelling commensurate with their intellectual abilities (Perlstein, 2013). The more correct definition of dyslexia based on the U.S National Institutes of Health is that it is a learning disability that can hinder a person’s ability to read, write, spell and sometimes speak (Perlstein, 2013). To explain further, if there are abnormalities such as ectopias in the cytoarchitectonic structure of neocortical regions in the postmortem brain, there is a relatively higher chance of dyslexia developing (
Even though we all now know that dyslexia is a type of learning disability which affects one’s reading, writing, spelling and speaking skills. It is still important to know the possible causes of dyslexia. There are thre...
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Moura, O., Simões, M. R., & Pereira, M. (2013). WISC-III Cognitive Profiles in Children with Developmental Dyslexia: Specific Cognitive Disability and Diagnostic Utility. Dyslexia, 20(1), N/a-N/a. Retrieved February 20, 2014, from http://onlinelibrary.wiley.com.ezproxy.library.yorku.ca/doi/10.1002/dys.1468/full
Perlstein, D. (2013, December 02). Dyslexia Symptoms, Signs, Causes, Types, Diagnosis and Treatment - MedicineNet. MedicineNet. Retrieved February 20, 2014, from http://www.medicinenet.com/dyslexia/article.htm
Ramus, F. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126(4), 841-865. doi: 10.1093/brain/awg076
Shaywitz, S. E. (1996). Dyslexia. Scientific American, 275(5), 98-104. doi: 10.1038/scientificamerican1196-98
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.
Robert Buck once said, “If children can’t learn the way we teach, then we have to teach the way they learn.” The Wilson Language Program has become disclosed to amplify this mentality. Dyslexia is a common disease among ten to fifteen percent of the United States, where a human being has trouble in learning to read or interpret words, letters, and other symbols. Programs are reaching out to try to terminate as much distress of dyslexia as possible. Up and coming programs, The Wilson Language Program for example, are making their best efforts to start working with children from a young age with the slight signs of this common problem. Catching dyslexia earlier in life brings more assurance that the child’s future will have little to no setbacks or disadvantages for success. In order to enhance the regressive literacy of dyslexic individuals, the Wilson Language Program is progressively being implemented into regular schooling to ensure that reading standards are met, through structure, hours of research, copious practice, and strong evidence.
Psychguide (2016). Obsessive Compulsive Disorder Symptoms, Causes and Effects. Retrieved August 20, 2016, from http://psychguides.com
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).
The topic of assessment alone raises many debated discussions, among teachers, and to add Special Education students into the polemical dialogue intensifies the debate. As a result, there are several alternative methods in assessing Special Education students within the learning environment. Professionals have created specifically designated techniques in helping these and all students achieve academic success.
Too frequently dyslexia, dyscalculia, and dysgraphia are clumped together and thought to be the same problem. In reality, the three issues are similar but also constitute many of their own distinct complications. Dyslexia is manifested not only in seeing letters backwards and upside down but is the inability to decipher sounds and letters or shapes. “Dyslexia reflects a deficiency in the processing of the distinctive linguistic units, called phonemes, that make up all spoken and written words.” (Shaywitz pg98) This makes it difficult for the child to sound out words phonetically to read fluently; they might also struggle with remembering
Nordqvist, C. (2009, March 19). What is Dementia? What Causes Dementia? Symptoms of Dementia. Medical News Today. Retrieved June 16, 2010, from http://www.medicalnewstoday.com/articles/142214.php
This is a subject and disorder near and dear to my heart. My personal experience with dyslexia, with myself and my daughter, has given me great insight into what dyslexia is, what the signs are, and how soon you can detect the potential for problems. It is not always the case that dyslexia is the sole source of reading and reading comprehension difficulties, there are other disorders that can exist at the same time, and this is important to know in order to help students improve their reading abilities. But, dyslexia will not only affect reading abilities and reading comprehension. It can affect writing, spelling, math, memory, listing comprehension, self-esteem, social skills, the ability to understand sarcasm, understanding spatial concepts,
Dyslexia is one of the most common neurobehavioral disorders that haunt adolescents throughout their childhood. Commonly known as a reading disability (RD), dyslexia is a hereditary complex trait that occurs in five to seventeen percent of people. Neuroimaging studies show that dyslexic individuals display abnormal brain function compared to fluent readers when challenged with reading assignments (7). The exact genes that code for dyslexia are not certain, however substantial studies have potentially linked dyslexia to the KIAA0319 gene, the DCDC2 gene, and the DYX1 gene. The severity of each case is largely determined by environmental factors such exposure to reading and professional intervention. Significantly, the interplay between these external influences and innate genetic characteristics ultimately determine the performance of the dyslexic individual.
There are various symptoms that help identify dyslexia; such as poor reading and spelling abilities, switching the directions of letters in words, and problems building short-term memory (Thomson, 2009). There are many other sym...
Dyslexia is one of several distinct learning disabilities. It is a specific language based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by ...
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
Scarborough. H. S. (1998). Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ. Annals of Dyslexia. 48 (1), p115-136.
Grohol, J. M. (2013, May 26). » Mental Retardation Symptoms - Psych Central. Psych Central.com. Retrieved , from http://psychcentral.com/disorders/mental-retardation-symptoms/
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.