Action Video Games

10), an embedded approach, investigating the complexity of relationships of graphophonic knowledge. Additional activities to support phonics instruction include building word lists based on common elements (Pinnell & Fountas, 1998, p. 157), segmenting words into onset and rime (Emmitt et al, 2013, p.12) and the introduction of high frequency or sight words through modelling and sight words games such as flash cards, sentence strips, bingo, word shapes and extensive reading (Fellows & Oakley, 2010, p. 219) ensuring students reach a point of automaticity (Konza, 2016, p. 157), as sight words feature sounds that contradict the rules for learning the 44 phonemes and the point of automaticity allows higher-level comprehension processes to occur due to available cognitive

Discussions of dyslexia require a definition of the term, and this is where we can come into some confusion if we are not careful. In fact, the “problem” itself exists in the defining of the word, and thus the labeling of those to whom the definition applies. However, with some knowledge of the etiology of “dyslexia” we can begin to ply our beliefs off the population of “dyslexics” and start to gain some understanding of their experiences with language learning. This is, after all, the intention of this research. Guardiola (2001) also assisted in redirecting the academic focus in this direction, towards the etiology of the term and how its history has shaped current social work, education, neurobiology, and psychology perspectives.

Several studies have been conducted on reading disabilities, looking at the possible causes and treatments of this neurological difference. McArthur, Ellis, Atkinson, and Colheart (2008) employed the use of the computer program Fast ForWord Language ® to train and develop the children’s skills needed for reading. Register, Darrow, Swedberg, and Standley (2007) utilized the general music classroom. Register et al. developed a specialized curriculum that targeted

On that basis the rationale behind this assignment is to further understand the term ‘dyslexia’, to consider the definition and diagnosis, as well as the barriers to learning it can generate. Consideration will also be given to the strategies that can be employed to assist learning, as well as promote the

In chapter four "David Boise", of the book David and Goliath: Underdogs, Misfits, And the Arts of Battling Giants by Malcolm Gladwell talks about the issue of dyslexia and how it impacts people diagnosed with it. Gladwell states that "dyslexia is a problem in the way the words are seen," and is a "problem in the way people hear and manipulate sounds” (100-101). Making it difficult for dyslexics to read and comprehended the difference between different sounds. That would otherwise be very evident to a healthy person, but that's not the only problem that affects them. If you're, dyslexic "It may take you a while to learn to read.

Phonological Dyslexia is the type of dyslexia that hinders one's ability to identify basic sounds and causes them to lose phonemic awareness, or the ability to identify and manipulate individual phonemes in words (Desroches et. al, 2005). Research has also revealed a range of impairments and problems in other domains. This includes impairments in visual processing, auditory processing, working memory, oral language and motor functioning (Lum et. al, 2013).

The British Dyslexia Association welcomed these findings with care, stressing that the interesting new research would further endorse the fact that the dyslexic brain is different, and emphasizing a unique focus on language skills at a young age to help dyslexic children when they begin reading and writing (Make the Connection).

This article described reading difficulties aligned to the Simple View of Reading (as cited in Gough & Tunmer, 1986). They went into depth about three types of poor readers: (a) dyslexia- those with poor decoding, (b) language comprehension- poor reading comprehension, and (c) listening comprehension- impairments in both decoding and language comprehension. Further, they broke down how each reading difficulty is believed to manifest, is measured, and what it specifically affects.

Dyslexia refers to a specific difficulty in learning to read and write. However this is not the only difficulty that children with dyslexia experience and there are variations of their symptoms. These problems appear to stem from fundamental difficulties in the rapid processing and sequencing of phonological information in short term memory. These children also have difficulties with associations with letters and their sounds. Learning their left from right also is difficult. In the

The term “dyslexia” was first introduced in 1887 by Dr. Rudolf Berlin when he suggested that difficulty with reading may be caused by “cerebral disease instead of brain injury” (Hennigh 1995).

Helping the person with dyslexia can be challenging because dyslexia is stable condition which affect reading, writing, and maybe speaking. There are some methods which might one of them works better than other for a person rather than others. Practicing reading out loud different types of books which are in the same level of the reader who has dyslexia. According to Emily Lapkin in her article “Understanding Dyslexia”, “Kids with dyslexia and other reading issues are more likely to power through a book if the topic is of great interest to them” (Lapkin). This shows if the topic was interesting to children with dyslexia, they will try hardly to read and understand the meaning of the book. Listening to CD of the book will be helpful for them to link the sound and shape of the words. Some methods that might help the people with dysgraphia are training or exercising their hand muscles in order to control their hand movements. Also, learning cursive writing is easier to them to avoid their difficulty with hand writing. “For children who find it difficult to remember the motor patterns of letter forms, starting with cursive eliminates the traumatic transition from manuscript to cursive writing. Writers in cursive also have more opportunity to distinguish b, d, p, and q because the cursive letter formations for writing each of these letters is so different” (Hanbury King). Even if a person has some disability in

ences among theoretical models to a certain extent. However, the theoretical models of reading processes actually make some commitments about the sources of reading problems. For example, a dual route model allows two very different sources of word reading difficulties: Either the direct (print-to-meaning) route or the indirect (print-to-phonology-tomeaning) route can be impaired (Coltheart et al. 1993). This provides a model for both developmental and acquired dyslexia. In acquired dyslexia, surface dyslexics are assumed to have selective damage to the direct route; phonological dyslexics are assumed to have selective damage to the phonological route. For developmental dyslexia, children may have a phonological deficit or an ‘orthographic’ (direct

In this article, the author’s talk about how they found students across the ability spectrum who demonstrate a significant improvement in their reading results and recall the information in a disfluent font. Significantly, those students with dyslexia are found to greatly benefit the different types of fonts. Throughout this paper I will talk about the improvement in the font types, statistics, and how different fonts can be beneficial.

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

Increasing the number of words isn’t enough because the speech recognition system is unable to differentiate words like ‘to’ and ‘two’ or ‘right’ and ‘write’ (6 ,p.98).