Manifestations of Dyslexia

Paper Summary:

This paper discusses the manifestations of dyslexia, a specific learning disability that is neurological in origin. The paper explains that it is characterized by difficulties with accurate word recognition and by poor spelling and decoding abilities. The paper focuses on visual problems and auditory problems in reading, visual disturbance of text, reversals, mirror images, auditory problems, and spelling issues. A critical evaluation of the relevant literature is presented, including an explanation of models and theories. The paper offers suggestions for treatment of dyslexia.

Outline
Introduction
Critical Evaluation of the Available Literature
Specific Signs and Symptoms of Dyslexia in Childhood
Treatments for Dyslexic Children
Potential Hazards of Untreated Childhood Dyslexia
Specific Problems of Adults with Dyslexia
Treatments for Dyslexic Adults
Four Main Theories of Dyslexia
Phonological Deficit Theory
Magnocellular Theory
Cerebellar Theory
Double Deficit Theory
Irlen Syndrome (IS)
Conclusions and Recommendations

From the Paper:

"Additional childhood symptoms of Dyslexia may include, but are not limited to, difficulties with learning to read (often characterized by confusion between letters like "b"; "d"; "p", and "q") (What is Dyslexia (2005); bizarre reading and spelling (Dyslexia symptoms and Dyslexia signs (2005); poor eye-hand coordination; and poor handwriting (The nature of Dyslexia 2005). Other difficulties may include kinetic clumsiness; directional confusion; sequencing difficulties; handwriting difficulties (such as poor-quality handwriting and/or the mixing of printed and cursive letters); and poor motor coordination (The nature of Dyslexia; Dyslexia symptoms and dyslexia signs). Moreover, children with Dyslexia symptoms can be, and often are, badly misunderstood, and underestimated at school, by their teachers and their peers alike. This is why it is important to understand that Dyslexia is not so much a disability or a handicap (although its symptoms can easily lead to the perception, among Dyslexic individuals themselves, and others, that it is exactly that) as it is "a kind of mind. Very often it is a gifted mind, but it is a mind that is physiologically different. This brain difference is not a defect, but it makes learning language excessively hard" (What is dyslexia? 2005)."

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