Essay on Dyslexi A Language Based Learning Disability

Essay on Dyslexi A Language Based Learning Disability

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Dyslexia is a language-based learning disability that refers to a cluster of symptoms. These symptoms result in people having difficulties with specific language skills, reading in particular (Frequently Asked Questions About Dyslexia. (n.d.). Retrieved October 16, 2014, from http://www.interdys.org/FAQ.htm). Students with dyslexia also have difficulties with spelling, understanding language they hear, or expressing themselves clearly in speaking or in writing. Wilkins (2002), states that “an unexpected gap exists between their potential for learning and their school achievement.” Dyslexia presents differently in many people and each person has their own strengths and weaknesses (Wilkins, Angela, Garside, 2002). Dyslexia affects people throughout their lives. In its more severe forms, dyslexia will qualify a students for special education, special accommodations, or extra support services (Frequently Asked Questions About Dyslexia. (n.d.). Retrieved October 16, 2014, from http://www.interdys.org/FAQ.htm).
Research about dyslexia is ongoing. The National Institutes of Health and other agencies estimate that “between 10 and 15% of the men, women, and children in this country are dyslexic” (Wilkins, Angela, Garside, 2002). Because dyslexia does not present the same in every individual, people differ in severity. Wilkins (2002) writes that some people have severe difficulties in several areas, such as reading, spelling, remembering, listening, and sequencing. Others may have less severe or even mild difficulties in just one or two areas. Dyslexia occurs in all groups of the population, it is not related to race, age, or income (Wilkins, Angela, Garside, 2002). Dyslexia is a result of differences within the organization of the brain....


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...uggling ones” (Shaywitz, S. (n.d.). Dyslexia - a knol. Retrieved November 2, 2014, from http://bisd303.org/cms/lib3/WA01001636/Centricity/Domain/460/The Scienc of Reading and Dyslexia.pdf). According to Shaywitz (2008), effective reading instruction is now scientifically based. As part of the National Reading Panel (NRP), Shaywitz presented findings about the most effective, evidence-based approach to reading instruction. These findings included five crucial components: (1) phonemic awareness-the ability to hear, identify and manipulate the sounds of spoken language, (2) phonics-the ability to link letters to the sounds that they represent, (3) fluency-the ability to speak, read and write easily and accurately, (4) vocabulary-the ability to understand the meaning of words, and (5) comprehension-the ability to understand the meaning of texts (Shaywitz, 2008, p.462).

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