Taking a Look at Developmental Dyslexia

1442 WordsFeb 3, 20186 Pages
Developmental dyslexia is known to affect 10% of children in all social groups (Dyslexia Research Trust, 2004). This language processing disorder leads Habib (2000) to explain it can be defined as a precise impairment in reading skills, unaccountable by overall intelligence and learning prospects. Thus, development of reading falls behind other educational developments (p. 2374). During the past few years considerable amounts of research has taken place to try and understand what the causes are for children with reading difficulties and the proposal of a phonological deficit as the cognitive basis of developmental dyslexia has been widely accepted (Snowling, 2001; Vellutino et al., 2004; Frith, 1997). Therefore, the phonological deficit hypothesis is the leading theory to arise from research, which leads Shaywitz (1996) to suggest a child which holds an insufficiency within discourse at the phonological level, leads to impairment in their capability to section the written word into its fundamental phonological elements. This blocks access to more advanced linguistic processes and deters deriving meaning from text, with the main focus of this hypothesis focusing on oral language instead of visual perception. Several studies have been carried out with strong evidence indicating phonological deficits links with dyslexia; Ramus (2003) carried out a recent study conveying 100% of the dyslexic participants held a deficit in phonological processing. This links with scholar
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