PSY 540 Module Seven Short Paper

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Southern New Hampshire University *

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PSY 540

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Psychology

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Jan 9, 2024

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1 Module Seven Short Paper: Dyslexia Alexis Berry Southern New Hampshire University PSY-540-X1254: Cognitive Processes Dr. Gregory Privitera 11/12/2023

2 Dyslexia Dyslexia is a learning disorder that increases difficulty when distinguishing words, letters, or numbers that mirror each other, creating difficulty when learning, reading, or writing (Singer, 2023). Dyslexia was first referred to as word blindness and a congenital condition in 1879 by Rudolf Berlin (Singer, 2023). Firm belief in the condition being derived through genetics lasted until the mid-1950s. However, researchers such as Chomsky or Lovegrove developed other theories to explain further Dyslexia, the cause, its impact on development, and variations between individuals diagnosed with Dyslexia. Two theories of Dyslexia, such as phonological deficit theory and magnocellular theory, further help facilitate understanding and treatment for individuals with Dyslexia. Theories on Dyslexia Common Misconceptions about the Phonological Deficit Theory of Dyslexia discusses myths associated with phonological deficit theory and clarifies with evidence from current research. Phonological deficit theory accounts for reading failure, nonword reading deficit, and weak spelling skills; however, the phonological deficit theory does not account for all dyslexia- related deficits (Share, 2021). The author further explains that although phonological deficit theory does not account for all characteristics of dyslexia, phonological deficit theory can be utilized as the central focus to help facilitate research and understanding of other characteristics of dyslexia (Share, 2021). While the author clarifies how phonological deficit theory can still be utilized alongside other theories of dyslexia, the theory only accounts for non-verbal learning or communication, such as reading and writing. The Current Status of the Magnocellular Theory of Developmental Dyslexia, in contrast, suggests that individuals with dyslexia have deficits in processing rapidly presented auditory or

3 visual stimuli resulting from deficits in the magnocellular pathway in the brain (Stein, 2019). The theory also does not discredit any phonological deficits which occur among individuals with dyslexia. The magnocellular theory expands upon the phonological theory to further explain how children with dyslexia have impairments when processing rapid information verbally or visually because of deficits with the authority cortex, occipital lobe, and temporal lobe while also including how phonological processing deficits occur, which accounts of impairments while learning a language. The theory also explains how individuals with dyslexia struggle more in reading, writing, verbal, and learning skills as learning speed increases (Stein, 2019). In contrast to phonological deficit theory, magnocellular theory supports the multiple impairments dyslexia has on the process of learning language, academic success, and overall ability to read, write, and process verbal or visual communication. Concepts and Terminology In more straightforward terminology, Dyslexia is a condition that causes individuals to mix up, misread, or miswrite letters, words, or numbers that look similar to each other (Singer, 2023). For example, the numbers 6 and 9 or the letters p and q look similar and are commonly confused or misused by individuals who have Dyslexia. Dyslexia creates difficulty when learning the alphabet, learning to read or write, and can create developmental or academic delays for children (Singer, 2023). Among adults with Dyslexia, difficulties continue in settings such as the workplace or if the adult attends college, which requires intensive reading and writing. Although several theories exist to educate society, researchers, and therapists to explain and treat Dyslexia, each theory has strengths, weaknesses, and areas of application. Theories such as the phonological deficit theory help individuals understand that the area process in the brain responsible for learning a language does not process some words, letters, or

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