Phonological Impairment

Dyslexia is a specific reading disorder of neurobiological origin. Of the language based learning disabilities, dyslexia is the most common. It is estimated that 1 in 5 school-aged children have a reading disability and of those children, 60% to80% have dyslexia (Dyslexia Center of Utah, 2016). Dyslexia is highly hereditary but can occur without any known family history. Early signs of dyslexia can be overlooked until the child enters school, unless there’s a family history in which case the child might be identified sooner. Some early signs are speech delay, difficulty with word retrieval and difficulty acquiring new vocabulary. They may also demonstrate difficulty remembering how to pronounce words correctly (International Dyslexia Association, 2016). Once the child begins school, the signs will become more apparent. Unlike their peers, in the early pre-literacy and early stages of reading, children with dyslexia may exhibit difficulty learning the alphabet and acquiring the alphabetic principle. Mastery of the alphabetic principle is what allows the reader to decode novel words. Individuals with dyslexia have difficulty with phonological processing, a necessary building block for the development of reading proficiency and consequently writing as it affects the ability to spell. Other indicators are difficulty with working memory and poor results in rapid automatized naming tasks. They may exhibit age appropriate spoken language and listening comprehension skills but

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.

Credibility: Ever since I could remember, my younger sister has sruggled with her reading and writing abilities. My mom would make her read out loud every night, but even through practice it was still very difficult for her. By the time she reached first grade, the school SLP said that she was dyslexic IV. Thesis: 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 Body I. Main Point: The specific cause of dyslexia is still not 100% clear. A.) Anatomical and brain imagery studies show that there are some differences in the way a person with dyslexia’s brain develops and functions, than a person without dyslexia.

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).

A phonological process is a typical pattern that all young children use when developing their speech. The child’s brain creates rules to simplify speech sounds and make words easier to say. As children grow older, they outgrow these patterns on their own and eventually, their speech becomes intelligible. A phonological process disorder is when a child continues to exhibit these patterns past the age expected for them to disappear. Phonological processes consist of syllable structure processes, substitution process, and assimilation processes.

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

Additionally, it is important to notice that Snowling et al. (2003) found that so-called unaffected children from high-risk family performed significantly better than impaired children in the tests of phonological skills, while they performed significantly poor in digit span and rhyme oddity, and performed marginally poor than the control group in the rest of tasks at 6 years. FR children for dyslexia who had milder phonological deficits might “escape” literacy problems, which emphasizes that causes do not operate in an all-or-none condition, and weakness in PA or LK alone might not sufficient to cause dyslexia. In other words, dyslexia appears to be multi-componential. Phonological

brain, in the cerebral cortex and thalamus. The cerebral cortex it is a six layer in the outer

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).

Everatt, J., Bradshaw, M.F. and Hibbard, P.B., 1999. Visual processing and dyslexia. Perception, 28(2), pp.243-254.

The long disputed debate about the primary cause of dyslexia is still very much alive in the field of psychology. Dyslexia is commonly characterized as a reading and writing impairment that affects around 5% of the global population. The disorder has frequently been hypothesized to be the result of various sensory malfunctions. For over a decade, studies have made major contributions to the disorder's etiology; however, scientists are still unclear of its specific causal. Initially, dyslexia was thought to be a reading disorder in children and adults (1). Later it was suggested to consist of both a visual and writing component, therefore characterizing it as more of a learning disability which

Dyslexia is defined as a persistent reading impairment despite opportunities to learn to read in a supportive environment. Dyslexia is specifically a reading disorder and does not impact speaking ability or intellect. Broadly there are two main categories of dyslexia; acquired and developmental. Acquired impairments occur as the result of brain damage reducing or removing an individual 's ability to carry out functions they were once able to. Comparatively, developmental impairments are present from birth for currently unknown reasons. Individuals with developmental dyslexia have no other neurological or sensory impairments that could account for their reading difficulties and have not been able to learn to fluently read despite adequate teaching and interventions. The ability to read involves a number of processes which when impaired present with different symptoms. One form of dyslexia is known as surface dyslexia which will herein be further examined.

In brief, the methodology consisted of twenty two participants with dyslexia, and twenty two normally developing readers who were enlisted from 10 upper secondary schools in Hordaland County. With these participants In the Dyslexia group, 11 were men and 11 were women. For the normal readers, 14 were men, and 8 were women (Furnes & Normal, 2015). All participants with dyslexia were diagnosed during elementary or secondary grade school. Numerous materials were used to assess and measure the data acquired in this study. Nonverbal ability was measured using the

Cursive writing can help children with dyslexia in several ways. One way being that it is easier for them to distinguish between more easily confused letters such as lowercase “b” and “d”. This is because the loop for the letter “b” is on the top line while the loop or belly for the letter “d” is on the bottom. Cursive writing is one of the best ways to work the brain muscles. Naturally, the brain of children with dyslexia cannot tell the difference between the letters “b” and “d”. While working with children with dyslexia at an early age Marilyn Zecher,