Dyslexia Studies

Child reading ability at age five was operationalised through the combined scores of three readings tasks: non-sense word reading task, spelling task and a reading task. Academic ability at age seven was operationalised through the implementation of a national test. The test

A.About five to six percent of American public school children have been diagnosed with a learning disability; eighty percent of the diagnoses are dyslexia-related. But some studies indicate that up to twenty percent of the population may have some degree of dyslexia.

Paige Fricke Topic Area: Dyslexia Specific Purpose: My audience will be able to explain the cause and effects of dyslexia. Thesis Statement: Dyslexia is a condition that affects people world wide, but through the proper treatment and help it can have less of a negative affect on a person Introduction I. Attention Getter: I am going to assume at least half of you have encountered a family member, friend, classmate, etc. that is dyslexic. Dyslexia is a general term for disorders that involve difficulty in learning to read or interpret words, letters, and other symbols, but that do not necessarily affect general intelligence.

Uwem Akpan’s story, “An Ex-Mas Feast” is a story of the struggles that one family goes through to give gifts on their upcoming Christmas season. Akpan introduces the reader to the struggles of the main characters, which directly ties into the details of impoverished town that they live in. Jigana, one of the story’s main characters, starts off as a naïve 8 year old little boy who was anxious to start going to school. In a stark contrast, Maisha, the eldest sister at 12 years old, held her own and prostituted to bring in money for her family. The second oldest, Naema, was closer to Maisha than any of the others, and Maisha gave her tips and tricks of her trade. Akpan begins the story by saying that the

Since all Dyslexic children differ from each other and learn differently it is crucial that parents and teachers incorporate all of their senses into the learning process as their visual or auditory processing may be impaired. Lawrence states that a child may pass a hearing or vision test quite easily, yet they may not be able to process this information into their memory. This shows how simple exercises can have a long lasting positive effect on the child in these early school years.

There were 50 children between the ages of 8 and 12 referred for this test who were suspected of having problems and have had a diagnosis of dyslexia which is a form of learning disability. Just like in the other articles reading comprehension was tested along with word identification and word attack. For the internal consistency coefficients on reading passage comprehension the range was from 0.68 to 0.92 and on the concurrent validity estimates with similar measures between 0.55 and 0.71. For word identification the internal consistency was 0.91 to 0.97 and 0.89 and 0.90 on the Word Attack subtests. The validity for the Word Identification subtest ranged from 0.82 to 0.74, and for the Word Attack subtest ranged from 0.83 to 0.90 with similar reading measures (Meisinger, Bloom, &

A common misconception about dyslexia is that it is related to intelligence, which it is not.

Neuropsychological assessment also has its own role to play in the diagnosing and treating of dyslexia. . The assessments ensure that proper neuroimaging has been

The characteristics of a dyslexic person can be very different from one person to the other, just as the characteristics of students without disabilities are different. These students show a different combination of learning problems. “Such characteristics are learning style, motor dexterity, time/math, memory/cognition, language/reading skills, behavior and vision. Sometimes the dyslexic youngster has early or late developmental stages, such as crawling, walking or talking” (Grolier’s).

According to The International Dyslexia Association, the impact that dyslexia has is different for each person and depends on the severity of the condition and the approaches of the remediation. The

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help

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!

Teachers formally assess students’ reading ability. Reading teachers consider these six areas when looking for evidence of student learning: fluent processing; comprehension; amounts, types, and quality of reading; level of text; attitudes and interest; and responses to literature (Fountas and Pinnell “Guiding” 488). Comprehensive screening assessments are considered quick, cost effective, and repeatable to test age-appropriate skills to all students. Schools typically

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 two scholarly journal articles reviewed are Gable and Hendrickson (1990) titled “Curriculum-Based Measurement of Oral Reading” and Wilson (2007) titled “Wilson Reading System Instructor Manual.” Both of these articles will exhibit the author’s purpose, beliefs, viewpoints, and significant findings related to valid reading assessments within a seventeen-year timeframe.