Dyslexia Research Paper

What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

Books like chicka chicka boom boom By: Bill Martin Jr This is a great book for beginner readers who are learning to read. It show’s the letters of the Alphabet in a way that is fun for kids. My daughter truly loved this book. We read this book all the time. There is also a little cartoon that goes along with this book. Which is pretty cute to watch.

Since dyslexia is a neurological condition along with difficulties with different aspects of reading dyslexia can have cognitive aspects as well, such as speech perception, recognizing and manipulating the basic sounds in a language, language memory, and learning the sounds of the letters (citation). All in all, up to 10% of the population is predicted to have some form of dyslexia therefore it is imperative that educators are able to identify these students and know strategies that can help them early on in their formal

For a long time, dyslexia has been causing many humans, especially children, to have learning difficulties. The World Federation of Neurologists define dyslexia as, "a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities" ("Dyslexia," 2013). Sometimes the letter m might look like w, and the number 3 might look like 8; dyslexia basically makes it harder for people to improve their language abilities. This is the behavior I wish to change because of the many negative impacts it has on people's literacy skills and lives. Many dyslexic children have considerable disadvantages while reading out loud or taking

When I first started school I did not have the easiest time, when I was young I had dyslexia and this made it extremely hard for me to keep up with everyone else and since I was always working behind everyone else I had a hard time making friends. I would always get special treatment to help me but I never wanted it, I always felt embarrassed and I just wanted to be like everybody else but it was years before I got that, there were multiple occasions where I would go to bed not knowing if I would be able to stay in my school or have to start all over again somewhere else. So the early part of my schooling was extremely complicated and full of hardship, but this time in my life was necessary to make me the person I’m today, I learned so much

As a parent of a child with dyslexia and a tutor of other kids who struggle to read, I have taught them how to read, yet, I have always wondered how ‘normal’ kids learned to read. My oldest daughter became a reader at the age of four, so, you could say that both of my children were abnormal readers. This course has made the process of learning to read so much clear to me and answered many questions I have had as well as confirmed some of the ‘gut’ feelings I have has as I strive to ease the difficulty of reading for those who struggle. As I explore the various topics covered in this class, I will also reflect on the many ‘aha’ moments and on those that left me feeling empowered.

Reading is an escape for me. There is no better feeling than going into a bookstore and seeing the thousands of stories waiting to engulf you. I love laying in bed with a cup of tea and sinking into a good book. A book has the power to pull me into a different world. But I would never have felt this way if my older sister had not released me from my biggest constraint.

Phonemic awareness and phonics are the two reading components that I examined for the Triangulated Analysis project. Phonemic awareness is a subset of phonological awareness and refers to the ability to recognize and manipulate sounds in spoken words. Phonemic awareness is the recognition that spoken words are made up of individual sounds, as well as and the ability to make those sounds. Young learners who acquire this ability are able to hear rhyming words and blend them together. Moreover, phonemic awareness is grounded in oral language and serves as the foundation for reading development, and research suggests that phonemic awareness is the single strongest indicator of a child’s success at learning to read. Alternatively, phonics is the relationship between letter sounds and symbols, and early literacy learners must acquire this ability to recognize, analyze, and decode letters to correctly translate words from print to speech.

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

The goal of phonic instruction is to aid in identifying the sounds in unfamiliar written words (K12 Reader, n.d.). This is harder for some children to pick up than others. The English alphabet consists of 26 letters. Of these 26 letters, there are 44 sounds associated (Kizphonics, n.d.) for instance, the letter c and k have the same sound. Having and understanding of the sounds, when on their own or blended, will help children become fluent readers, by knowing how to sound out written words that they have not been exposed to. Using phonics to sound out will the help the child to know the word next time they see it (Wang, 2017). Research into phonics suggests that children need to be both explicitly and systematically taught phonics instruction. This is done through methods such as songs, word sorting, making and creating words, scripted teacher directions, worksheets and games (Mesmer & Griffith, 2005 p370). For example, during a writing piece, the teacher may write half of the sentence explicitly showing the sounds and letter relationship, but relies on the student to finish the sentence using their sounding out skills. Along with the many different options of explicit teaching materials, supplying reading books that engage the reader will help the children come back time and time again (Emmitt, Hornsby & Wilson, 2013 p13), helping to match spoken language with written, and grow their letter sound relationships.

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.

Teachers must know the significance of feedback, especially when working with young children. Teachers must give feedback to students to help them be successful and correct any mistakes that the students might be making. If a student isn’t progressing at an age appropriate level or is having trouble with phonological awareness there are multiple ways to help a student increase phonological awareness. One possible solution to this are computer games designed to help with phonological awareness. These computer games help increase children’s reading ability by increasing their phonological awareness. E-story books are also a good way to increase phonological awareness in children. E-story books can develop children’s literacy skills, reinforce independent reading, demonstrate word pronunciation, prevent children from losing interest - because of their digital features - and provide instant feedback which is very helpful for the student (Drigas and Batziaka,

The observation of the dyslexia is explained in chapter 10 on page 466 - 467. Dyslexia refers to a reading disorder that involves difficulties with the words, letters, and other symbols recognition. The other signs of this disorder involve poor spelling and decoding skills as well as difficulty with fluency and comprehension. The subtypes of dyslexia are encompassed acquired, deep, development, surface, and phonological. The text enlightens the acquired and phonological dyslexia. Acquired dyslexia results from a trauma or injury to that part of the brain which controls reading and writing. The persons with acquired dyslexia make many word alternates that are semantically related to the object, for instance, laugh or cheer for applaud. The individuals

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).