Surface Dyslexia

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.

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

Channel 4 Dispatches programme entitled ‘The Dyslexia Myth’¹ was aired in September 2005. The purpose of the documentary was to inform society of the proposed misconceptions and myths of the condition which affects 1 in 5 people. The programme details how the common understanding of the learning impairment is not only false, but how this particular diagnosis makes it harder for children with reading difficulties to receive help. The director of the documentary clearly wants to get across the message that dyslexia is a myth. The documentary has since faced a lot of backlash from the media and families affected by the developmental disorder.

On that basis the rationale behind this assignment is to further understand the term ‘dyslexia’, to consider the definition and diagnosis, as well as the barriers to learning it can generate. Consideration will also be given to the strategies that can be employed to assist learning, as well as promote the

Dyslexia is a neurological condition that affects ≈15% of the world's population (Ramus et. al, 2013). It is defined as a difficulty in learning to read or interpret words, letters, and other symbols (Pauc, 2015). This disability is associated with struggles in reading-related tasks such as word identification and spelling in spite of normal intelligence, adequate education and motivation to read proficiently (Ma et.al, 2014). People with dyslexia possess difficulties in taking notes, writing essays, finishing letters or reports, and showing their level of understanding in exams. The right hemisphere is impaired in a dyslexic's brain, which is responsible for speech and reading, and because of this, they have to rely on the left

Dyslexia wasn’t always known as dyslexia. The word “Dyslexia” in today’s world describes the learning disorder that more than 17% of the human populations are diagnosed with, but it wasn’t always referred to this way. Adolph Kussmaul, a German neurologist noticed that most of his patients could not read regularly and used many words in the wrong order. He then used the term “word blindness” to describe what his patients

The term “dyslexia” was first introduced in 1887 by Dr. Rudolf Berlin when he suggested that difficulty with reading may be caused by “cerebral disease instead of brain injury” (Hennigh 1995).

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

Lampkin (2015) describes Dyslexia as a common condition that affects the way the brain processes written and spoken language. However, Handler and Fierson (2011), go a bit deeper and define it as a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. In short, Dyslexia is a complex reading disability that many children and adults suffer from.

There is no doubt that reading and writing are vital in today’s society. Without basic comprehension skills you simply cannot become educated let alone survive. It was a common belief that anyone who wanted to read, or to learn to read, would be able to, right? With Dyslexia, that is not the case. Dyslexia is described as the difficulty to comprehend language through reading and writing, despite a normal level of intelligence. Dyslexia is not only the most common learning disability, but is also highly recognized. There are three proposed distinctions within dyslexia that includes auditory, visual, and attentional. Understanding dyslexia would help the educational community as long as the medical community. Although the scientific community has extensive research on Dyslexia, there are still neurological aspects to consider and to learn about. Dyslexia is a complex disability that has interested physicians for centuries. Students with dyslexia should not be overlooked and deserve equal opportunities in the classroom.

Dyslexia is a specific learning disability. The word dyslexia comes from the Greek meaning “difficulty with words”. Dyslexic children usually have trouble with spelling and writing, and sometimes with reading and numbers. It is characterized by problems in coping with written symbols, despite normal intelligence or motivation. This type of reading disorder makes student fails to recognize and understand written words. Dyslexic people may have problems putting things in sequence, following instructions, and confusing directions. Children born with dyslexia have difficulty with text, memory and basic mathematics. They are hard in sorting out the sounds within words, therefore they have troubles with reading, writing, and spelling. The cause of

More than seventy learning disability categories appear to be related to, or varieties of, dyslexia. The methods described in The Gift of Dyslexia and The Gift of Learning have been used successfully to provide varying degrees of improvement for all the following conditions.

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

Children cannot get through life without the skill of reading. Reading is the focal point of everything learned in schools and in life. Throughout a child’s school years, they begin school reading to read to later shifting their reading comprehension from reading to read to reading to learn. In the article titled Dyslexia: A New Synergy between Education and Cognitive Neuroscience by John D.E. Gabrieli, he covers the importance and seriousness of Dyslexia in children in schools. Gabrieli provides an overview of the research found on the cognitive brain basis of dyslexia and what effect it has on children’s developmental

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