Related Literature Review On Dyslexia

Today, there is a momentum towards researching the possible hereditary influences of developmental dyslexia. As recently as 2013, The Oxford Dictionary of Social Work and Social Care considers that there is an “inherited component” to dyslexia. (Harris & White, 2013, p. 179) Today’s social work perspective is more flexible with the term itself, as it is considered by to incorporate a range of difficulties with lexical information-processing. However, The Oxford Dictionary does not provide a context for these “difficulties” as they are experienced by the language-learner, and therefore seems to support (perhaps unwittingly) the notion that there is a so-called “normal” way for a person to learn language. Blachman (2013) advances a more orthographical conceptualization of dyslexia, whereby the dyslexic language learner defies common literacy principles in favor of their own. These tend to be more visually-oriented, so that a picture or a feeling is associated with an entire word, as opposed to the sound-to-syllable associations learners are “supposed” to

With exceptional children, often many of them have auditory processing problems which means that something is preventing them from hearing the information they are receiving. Phonological processing is having the ability to detect the different phonemes or speech sounds as stated by Chard, D.J. & Dickson, S.V. (2018). This is a problem that many of the children in the exceptional children’s department have which makes teaching reading all the more

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

According to Hull Learning Services (2013), dyslexia continues to be a subject of great debate. The word dyslexia is originated from the Greek dys- meaning ‘difficult’ and -lexia meaning to do with language. There are multiple definitions of dyslexia, because the matter in which in manifest in children and adults vary greatly. Definitions of dyslexia often focus on difficulties with the processes of writing, reading, spelling and general organization of everyday tasks. Dyslexia has been defined as the inability to acquire literacy despite normal intelligence. Other definitions have described dyslexia in terms of a list of symptoms. The symptoms often included are laterality problems; reversals in numbers, letters and/or words; reading

Auditory Processing Disorder (APD), also known as central auditory processing disorder (CAPD), is a neurological defect that affects how the brain processes spoken language. It affects about 5% of school-aged children making it difficult for the child to process verbal instructions or to cancel out background noise in the classroom. A child who has Auditory Processing Disorder may have the same kind of behavioral problems as a child who has ADD, and also might be confused with Autism, Asperger’s, Language processing disorder, and Dyslexia. For children who suffer from APD, the understanding of meanings, sound combination, and the categorical order of words are mistaken.

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).

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

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

Within current research, it is acknowledged that phonological impairment may result in dyslexia. A study by Lobier, Zoubrinetzky, and Valdois (2012) suggests that while phonological impairment may be the root cause in some dyslexic patients, visual processing deficits may play a significant role in dyslexia, especially in patients without phonological difficulties. More specifically, the research aimed to support the hypothesis that the “underlying impairment responsible for the VA span deficit is visual, not verbal” (2012, p. 768). To support the hypothesis, the study was designed to compare the performance of typically-developing children and dyslexic children on visual attention span tasks with verbal and non-verbal stimuli. Non-verbal stimuli were included to demonstrate the absence of

The second category of dyslexia, auditory dyslexia, is not a disability caused by any loss of hearing but the difficulty in processing and interpreting the oral information which is heard. Auditory dyslexia cause problems in the phonological realm of speech such as: distinguishing certain consonant and vowel sounds, the difference in syllables, and the ability to rhyme (Houston 1987).

According to the Dyslexia & Learning Disability Centre in Las Vegas, Dyslexia is an ability within the sensory mechanism of the nervous system to perceive the world with a multidimensional view. However it comes with poor word reading, word decoding, oral reading fluency and spelling. Though with appropriate teaching methods, dyslexic individuals can learn successfully throughout their lives. Also, when properly trained and informed, a dyslexic can use their

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).

Dyslexia is a specific learning difficulty that affects individuals’ language acquisition skills such as learning to read and spell. Most researchers have agreed that its core cause is poor phonological awareness, that is, the poor ability to manipulate sounds in speech. Learning to read requires the child to establish a set of mappings between the letters (graphemes) of printed words and the speech sounds (phonemes) of spoken words. Learning to read English poses particular challenges for children with dyslexia due to its inconsistent letter-sound mappings. Traditional explicit and intense phonics-based (letter-sound) multisensory instruction training has shown its efficacy in helping children at-risk for or with dyslexia to learn to read.

Of the three previously mentioned diseases, Dyslexia impairs a person’s ability to read, write, and spell (NINDS 2003). Although they are of normal intelligence, their reading level is below average. They will usually have “trouble with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding.” (NINDS 2003). Children with dyslexia complain they cannot read their textbooks, do not have enough time to finish tests, cannot take notes, and are unable to read their own handwriting (GVSU 2000). Dyslexia does not affect every person the same way, and signs of the disorder may not be prevalent until later, when grammar and more in-depth writing skills are introduced. Dyslexia can also create a difficulty in processing vocabulary and thoughts correctly when speaking, and understanding what one says when they are spoken to. Dysgraphia is another neurological disorder that focuses on writing. When a child with this disorder is first introduced to writing, they will make unnecessary spaces between their letters, and some letters will be

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.