Dyslexic Association: Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single-word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single-word decoding are often unexpected in relation to age or other cognitive abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by a variable
CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents some subchapters. These are Language Disorder, Dyslexia, Writing Dyslexia or Dyslexic Dysgraphia, Perception in Dyslexia, and the last, Previous Studies are presented to make certain and strong that this study is not plagiarism. 2.1 Language Disorder In this world, there is an occasion when children have difficulties in listening, speaking, reading, and/or even writing since not all children have the language abilities well like others
Running head: Phonological Theory of Dyslexia Phonological Theory of Dyslexia Name Course Tutor Date Introduction Learning difficulties have been a common occurrence and there are many theories established to explain this disorder. Dyslexia, the common term for learning problems, affects a large part of the population and several studies have been carried out to determine the main cause of the disorder. Psychologists have been engaged in debate as to what theory best
students with dyslexia in 1985, continues to set the standard when it comes to dyslexia education reform (T. Flanders, personal communication, August 30, 2011). Until recently, little consideration was made in the use of assistive technology (AT) for students with mild disabilities, specifically in the field of dyslexia education and intervention (Edyburn, 2006, p. 18). With the passing of Senate Bill 866, concerning the implementation of classroom technology plans for students with dyslexia, the pursuit
Edmond, Oklahoma Abstract This paper explores related research in aspects of language acquisition, specifically, reading instruction and its effect on students who live in low socioeconomic environments. We will review the methods of explicit phonics and whole language to examine what, if any, is the more advantageous method of reading instruction for students who live in poverty. The purpose of this literature review is to investigate the impacts of specific reading instruction
which interfere with processing information, such as: listening, speaking, thinking and reading. The most prevalent condition according to the same source (NCLD), is a reading disorder known as Dyslexia. Autism and ADD/ADHD are not considered learning disabilities.
the diagnosis is so high in children. The rise of ADHD brings many child psychologists, parents, and teachers questioning the condition of ADHD and what is being ignored about the condition such as the related symptoms of ADHD with other behavior conditions, for example, gifted children, dyslexia and disruptive behavior disorder are all being categorized and diagnosed as ADHD. Moreover, many child psychologist and parents also question the over diagnosing of ADHD that leads to over medicating our
students with difficulties (appropriate font type/size; guidance on useful resources/links, etc.)[A4,V1,V2] in order to ensure student success. Furthermore, I provide extensive Blackboard support (clear module structure, prior notes for students with dyslexia or language difficulties)[A4,K4,V1,V2], giving students the opportunity to easily use to platform and engage in the learning process. It's important to engage students, and in the case of large audiences, I use a microphone, make eye contact, move
students increase fluency, it also allows older students access to grade level text. The authors suggest using assisted reading with audiobooks to increase the effectiveness of sustained silent reading time in the classroom. The research findings related to assisted reading show that this intervention improves reading fluency and promotes comprehension for struggling readers (Estevas & Whitten, 2011).
Effects of Games on Learning Disabilities Having a learning disability should not stop students from learning or doing well in school. The placement of special education can be beneficial to those who need extra help in school. Games can be helpful for those in special education programs. By implementing games and new strategies of learning, one could learn easier and more efficiently. For example, a particular case was with those who have ADHD, in which the study was comparing the effects that