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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