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Discuss the causes of dyslexia
Discuss the causes of dyslexia
Discuss the causes of dyslexia
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The Role of Magnocellular Cells in Dyslexia
Dyslexia is a defined as a learning disability characterized by problems in expressive or receptive, oral or written language. Derived from the Greek words "dys" (poor or inadequate) and "lexis" (words or language), dyslexia and other learning disabilities affect about 15% of the population. (What is dyslexia!) Dyslexia itself can manifest itself in many different ways. People with dyslexia do not see words "backwards" or have other vision problems. Many dyslexics are gifted with outstanding musical abilities, or the ability to solve three-dimensional puzzles with little difficulty. (What is dyslexia!) It is not representative of a below average mind and is not caused by behavioral or social problems. Dyslexia is caused by differences in the function and structure of certain areas of the brain. (What is dyslexia!) Because of this, Dyslexia can not be cured and will never be outgrown. Appropriate teaching methods are taught to help those with dyslexia overcome their weakness by using their strengths. Understanding how this disability works and where it stems from can only help in the search for beneficial teaching techniques.
Because there are many different aspects of dyslexia, very few dyslexics show all the signs of the disorder. Understanding some of the more devastating symptoms of the disorder provide a strong base for research in the area. Dyslexics may have difficulty encoding words, not be able to recognize sequences of numbers or of letters in words, either when read or written, or not be able to fully interpret instructions that they have been given. Imagine a person driving down the road who cannot distinguish between a sign that says 15 mph and 51 mph. Or a person wh...
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Cornelissen, P.L. (1998). Coherent motion detection and letter position encoding. Vision Research Issue 38, 2181-2191.
Cornelissen, P.L. (1998). Magnocellular visual function and children’s single word reading. Vision Research Issue 38, 471-482.
Newman, Renee (1998, April). Dyslexia: Explanations from science. [ 8 paragraphs.] Dyslexia and Dyscalculia Support Services of Shiawassee County available: http://www.shianet.org/~reneenew/dysl.html
Ridder, W.H. 3rd (1997). Not all dyslexics are created equal. Optometry and Visual Sciences, 74 (3), 99-104.
Skottun, B. C. (1997). Some remarks on the magnocellular deficient theory of dyslexia. Vision Research Issue 37, 965-966.
What is Dyslexia!. [3 paragraphs]. Discover Technology [Online]. Available: http://discovertechnology.com/whatisdyslexia.html
Dyslexia is the most prominent learning disability here in the United State but, it is also the most misunderstood. For centuries, those with dyslexia have been labeled as stupid and incompetent, when in fact they extremely intelligent, excelling in areas such as art, science and music. Due to our lack of knowledge and understanding, we as a nation are ignorant, deeming truth to the stereotypes that have long been associated with this so called “disease.” In order to reverse the damage that has already been done, we must differentiate fact from fiction. In order to fully understand dyslexia, individuals need to be provided with resources that address every aspect of the disability, including what it is, the possible causes, signs, symptoms and treatments available. Awareness is key to change.
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.
Dyslexia has been a commonly known problem in the Unites States. Even though, dyslexia is a mental problem that causes disabilities in reading, most people do not know the truth about it. There have been movies where a person with dyslexia sees letters moving around, yet people with dyslexia do not have disabilities like moving letters around. The truth is that there are plenty of misconceptions. The myths going around of what dyslexia supposedly is, is not the truth. These myths are just misconceptions and the truths about dyslexia are more complex than what it seems like. Dyslexics have different learning processes and different ways of handling the problems at hand.
Dyslexia is a language-based learning disability (Dyslexia Basics). It is not because a student doesn’t want to learn. Students with Dyslexia are still students. They can still learn and they still want to learn. Students with Dyslexia have problems with the letters in words, and the sounds letters make. The letters can be flipped upside down, turned around and rotated to the eyes of someone with Dyslexia (Dyslexie Font). This can cause students to have problems with reading, writing and even understanding text that's given to them. Each student is affected differently, some students won’t have many of these problems. While other students could have extreme problems in which they are reading at a very significantly lower grade level. Dyslexia
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,
On the other hand, the Magnocellular Theory of dyslexia believes that the phonological component is subordinate to a more general impairment in the visual, audio, and motor skills— a collective sensorimotor deficit (Ramus 2003). It is important to note that not all dyslexic children exist on the same spectrum of severity of the sensorimotor
Goldish, Meish. Everything You Need to Know About Dyslexia. New York: The Rosen Publishing Group, Inc., 1998.
“The Extraordinary Characteristics of Dyslexia” by Jake Horner is a definition essay on what it means to be dyslexic. He incorporates his own life story to support his definition and his ideas in his essay. Dyslexia is looked upon as a disability that should be treated even though dyslexia has to do with the way your brain processes the information given to you. Horner includes two types of thinkers, spatial and linear. Spatial thinkers are the dyslexic people in the world, and linear thinkers are the non-dyslexic people in the world (Horner 493). As I read this essay, it made me reflect.
Doctors B. Eide and F. Eide have a private practice in neurolearning in the pacific northwest. They list their relevant memberships in the International Dyslexia Association, and the Learning Disabilities Association of America. As of the publishing date they are board members for SENG (Supporting Emotional Needs of the Gifted). The doctors also travel as lecturers on the subject. The novel approach taken in their book, The Dyslexic Advantage, is that rather than viewing dyslexia as only a learning deficiency they highlight what might be considered its talents and skills. Using their many years of experience both in education and science, they focus on bridging what is known about the physical makeup of a dyslexic brain with what they have
Stuart, M., Masterson, J. & Dixon, M. (2000). Spongelike acquisition of sight vocabulary in beginning readers?. Journal of Research in Reading. 23 (1), p12-27.
There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)
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.
The specific language based disorder of dyslexia is a learning “disability” or “syndrome” that creates an imbalance of reading, writing and comprehension skills in children and adults (Lucid Research, 2006; Shaywitz, 1998). Around 4 percent of the population are affected by the specific language based disorder (Lucid Research, 2006), as well as 80 percent of people with a learning disorder are reported to be dyslexic (Shaywitz, 1998). Dyslexia is not connected to low levels of intelligence, inadequate schooling and education or social circumstances, rather, an individual who is deficit in the phonological process, the breaking down of a word, and the auditory process, taking in sound and interpreting correctly (Lucid Research, 2006; Shaywitz, 1998; Wang and Yang, 2014). Since dyslexia is reported to be a life-long learning disability and symptoms are varied for each person, large amounts of research have been conducted in attempts to understand the severity and the impairments associated with
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