Convergent Evidence From Longitudinal Studies On Dyslexia

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.

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).

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

This paper is a review of two articles published by Paul Miller in the Journal of Developmental and Physical Disabilities. The first is entitled, “The role of phonology in the word decoding skills of poor readers: evidence from individuals with prelingual deafness or diagnosed dyslexia,” and was written in 2007. The second, written in 2010, is named, “Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: what can we learn from skilled readers?” At their heart, the articles attempt to address what explains good and poor readers in the deaf community, rejecting previous assumptions in the literature in this area. The studies are carefully designed, and attempt to address

In an English Rhetoric class, a professor of mine once articulated the logic of learning by stating, for a person to authentically take command of his/her knowledge they must be able to teach what they have learned (2012, P. Lumsden, lecture). Dyslexia, a specific word reading disability causing a deficit in phonological awareness (PA) fluency and comprehension, affects seventy-two percent of the children in Alberta with learning disabilities (LD). Through years of research in the field of Dyslexia, empirical evidence demonstrates that prevention by way of early intervention is the most successful method to offset dyslexia (2008, S.E. Shaywitz, R. Morris, & B.A., Shaywitz, p. 462-463). However, despite efforts in early grades, a number of students

Blachman, B. A. (in press). Early intervention and phonological awareness: A cautionary tale. In B. Blachman (Ed.), Foundations of reading acquisition and dys-lexia: Implications for \Early intervention. Mahwah, NJ: Lawrence Erlbaum Associate

This study is about the correlation of parents with dyslexia and their children’s increased risk of developing dyslexia. The literacy skills of the parents and the characteristics of children are studied. This study used experimental research grouping familial risk dyslexic and familial non-dyslexic with a controlled group. This study also used correlation looking at arithmetic, reading, rapid naming, and phonological awareness of those at risk.

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

According to the “phonological-core variable-difference” model of Stanovich (1988), dyslexic poor readers will have a deficit only in the phonological core (difficulty making explicit reports about sound segments at the phoneme level, naming difficulties, inefficient use of phonological codes in short-term memory, and they may have other-than-normal categorical perception of certain phonemes). The author also compared the characteristics of dyslexics with other learning problems. For her, the garden-variety poor readers will have a variety of cognitive deficits, which will include the general verbal skills assessed by intelligence tests, in addition to phonological problems, but their phonological problems may be less severe than those of dyslexics. The author also considers that although phonological deficits underlie most cases of dyslexia, there may be a small number of dyslexics with visual/orthographic processing deficits.

Dyslexia is a frequently misunderstood reading issue where letters or words are often converse. Not only does it effect reading but spelling as well. Children will often have decoding issues such as reverse letters and words, which are common in the early stages of learning to read and write. Their struggles to identify words they do not know will produce many errors. Trouble in word recognition are due to a lack of the sound language that makes it very problematic for readers to connect letters and sounds in order to figure out. The problems in dyslexia don’t end in childhood, they continue

I was really interested in this, even though we only went over it briefly in class, because I am dyslexic, and although I don’t notice it all the time, there are instances when it has been a problem in my life. In the beginning of elementary school, I was a pretty average student when it came to reading and writing, I had some help in reading in the beginning, but they told my parents that some just develop a little slower, and that I could catch up to peers with

Shaywitz from Yale University who has dyslexia herself. “Children with dyslexia are not unusually prone to reversing letters or words and that is cognitive deficit responsible for the disorder is related to the language system. In particular, dyslexia reflects a deficiency in the process of the distinctive linguistic units, called phonemes that make up all spoken and written words. Current linguistic models of reading and dyslexia now provide an explanation of why some very intelligent people have trouble learning to read and perform language-based tasks.” Findings from (The Barton Reading and Spelling System) still focus on theses methods and teach accord to the design of a dyslexic brain with processing and perception problems that are correlated with the learning disability.

Developmental dyslexia is known to affect 10% of children in all social groups (Dyslexia Research Trust, 2004). This language processing disorder leads Habib (2000) to explain it can be defined as a precise impairment in reading skills, unaccountable by overall intelligence and learning prospects. Thus, development of reading falls behind other educational developments (p. 2374). During the past few years considerable amounts of research has taken place to try and understand what the causes are for children with reading difficulties and the proposal of a phonological deficit as the cognitive basis of developmental dyslexia has been widely accepted (Snowling, 2001; Vellutino et al., 2004; Frith, 1997). Therefore, the phonological deficit hypothesis is the leading theory to arise from research, which leads Shaywitz (1996) to suggest a child which holds an insufficiency within discourse at the phonological level, leads to impairment in their capability to section the written word into its fundamental phonological elements. This blocks access to more advanced linguistic processes and deters deriving meaning from text, with the main focus of this hypothesis focusing on oral language instead of visual perception.

Dyslexia is a fairly common exceptionality that affects language, since it’s a linguistic problem. Dyslexia affects one in every ten of the population. (Dyslexia Facts and Statistics) The symptoms change as the child grows. Therefore, it is important that they are monitored so the children that have dyslexia can be helped. In the preschool years, parents and educators need to pay attention to children who talk later than their peers, have difficulty separating sounds in words, and be slow to add new vocabulary words and be unable to recall the right word. A child who is between the grades of kindergarten and fourth grade may have difficulty reading single words that are not surrounded by

“Phonological disorders in children can result from physical or organic causes or may be functional in nature ("Phonological disorders in," 2013)”. Children with a phonological disorder may experience a higher risk for reading and writing disabilities. “If left unresolved, phonological disorders have long-term consequences that may interfere with an individual's future social, academic, and vocational well-being, largely resulting from persistent, reduced intelligibility of speech ("Phonological disorders in," 2013).”