Abstract
The writer provides a brief history of the child and describes the assessment of the child through the Yopp-Singer test of phonemic segmentation. The writer reviews the literature on assessment tools and the screening of children with reading issues and then details the intervention goals and procedures for this child, the child's response to the intervention and the post intervention assessments used. Finally, the writer concludes with a reflection on his/her work with this dyslexic child. The Yopp-Singer test of phonemic segmentation is included as an appendix to the paper.

Outline:
Brief History of Child
Assessment
Review of Literature
Detailed Intervention Goals and Intervention Procedures
Description of and Response to Intervention Application
Post Intervention Assessment
Discussion

From the Paper
"Though assessment tools are frequently debated, more and more evidence suggests that core pre-reading skills awareness determines not only when a child will read independently but if and when they need early intervention in inclusive settings to help them progress as pre-readers and later independent readers. One type of test that is designed to be administered in very young children and tests for pre-reading skills are phonetic awareness assessments. According to Yopp & Yopp, reading research indicates that children who score low on Phonetic Awareness assessments are lacking the pre-reading skills to become independent readers. ( 2000, p. 130) Kamii & Manning provide correlation of the fact that phonemic awareness is in fact considered the most telling indicator of student reading ability in the long term. (2002, p. 38) The Yopp-Singer Test of Phonemic Segmentation, is described and then used theoretically as a pre-test to respond to classroom observation of low phonetic awareness. The ability of this test to demonstrate limitations is essential as intervention strategies can then be put in place to help students lagging behind in these essential pre-reading skills to learn phonemic segments that they can then apply to reading. If such students fail to demonstrate marked change after intervention then they can be singled out to receive more directed instruction and either overcome such problems or move into programs that will address any significant organic or environmental problem that would bar them from independent reading in the future, without intervention. To better understand the assessment tool of phonemic awareness one must at least briefly explain the concept of phonemic awareness and at least touch on the debate surrounding it, this is done effectively by Villaume & Brabham. (2003, p. 478)"

Tags:phonemics, reading, dyslexia

Abstract
The writer feels that Freddie was dyslexic from the assessment results--he function at levels average or above in memory, auditory, logic and rationale. The writer believed that there was no need for a psychological exam and that further labeling him would be worse for him. The writer asked for a teacher's aide that was available to dedicate him/herself to Freddie until he caught to sit in on the assessment.

From the Paper
"Discuss how the contemporary model of assessment has or has not been implemented with Freddie. In regards to Freddie's cognitive ability he should be learning at the level of the average child--he is not. According to the assessment done on Freddie he has a strong ability to reason, but has considerable weakness in the area of general knowledge. Freddie's inductive and deductive reasoning is above average indicating no issues with his intellectual capacity. What is indicated is a problem with Freddie's ability to functionally learning--means reading. His hyperactivity does demonstrate a..."

Tags:cognitive, dyslexic, memorization

Abstract
This paper relates how the author developed a meaningful friendship with a dyslexic boy, who had been labeled "stupid" and who subsequently dropped out of school. Once they are close friends, the boy explains his difficulty with reading to the author. The author describes what dyslexia entails and provides statistics on Americans who have dyslexia or other learning disabilities. The association of dyslexia with stupidity often makes it difficult for a child to develop friendships, and the workplace is not much kinder to dyslexic adults. The author cites some examples of people who have had successful careers in spite of their dyslexia, and concludes that what dyslexic people need is love and support to help them overcome their disability.

From the Paper
"Heather Hardie, citing dyslexia expert Sylvia Moody, writes that dyslexia is simply difficulty with writing and reading, which may stem from short-term memory weakness, faulty information processing, and weak perceptual, spatial and motor skills. A dyslexic, therefore, can have problems with poor concentration and poor memory. It may manifest subtly, like when a child is slow in reading certain words, but reads them correctly; or it may be severe and obvious like in Evan's case. Dr. Moody adds that a dyslexic may exhibit other symptoms and problems like bouts of forgetfulness, difficulties in organization and in keeping time."

Tags:advocacy moniker, attention deficit hyperactivity disorder, discrimination employee delinquency coordination

Abstract
This paper presents a literature review of memory strategies in dyslexic students. The author uses journal articles to discuss dyslexia, its manifestations, and memory strategies used by dyslexic students who are primarily visual learners.

From the Paper
"The past few decades have seen a historic change in the way special education is viewed. No longer are learning disabled students placed in a special classroom down the hall to color in books and not be taught. Today, students who are special education certified are mainstreamed as much as possible and instead of not teaching them, the system is constantly working to develop ways so that they can learn everything the regular education students are taught. Dyslexia is one of the most commonly diagnosed learning disorders. Dyslexia affects many areas of learning because of its impact on reading."

Tags:experts, teach, material, regular, decoding, phonetic, functions, sound, symbol, association, training

Abstract
This paper gives a description of the current theories of dyslexia, the problems it poses for teachers, and some ideas for using technology to help dyslexics learn to read and write. It gives an overview of voice-speech recognition technology and the Bright Solutions Dyslexia method. Additionally, the paper provides a resource guide to obtaining information on and purchasing the teaching aids described.

From the Paper
"Dyslexia is an inherited condition which makes it difficult to read, write and spell even though the sufferer may have normal or above average intelligence. The National Institute of Health (NIH) recognizes that one in five children suffers from some form of dyslexia, making it the most common of all known learning disabilities. It is characterized by difficulties in word decoding, reflecting, and insufficient phonological processing ability often manifested by difficulties in writing and spelling. The International Dyslexia Association (IDA) considers dyslexia as a neurologically based..."

Tags:dyslexia, voice-speech recognition software

Abstract
The paper discusses dyslexia, an extremely prevalent mental disorder that affects people's ability to read, and often, having further impacted their lives and self-images, can severely hinder their lives. It includes a commentary on the diagnosis, effects, treatment, and the consequences of those living with dyslexia, showing that dyslexic people can only be treated by the time, effort, and love of friends and family. It also provides an overview of the three different forms of dyslexia: mild, moderate, and severe.

From the Paper
"One very prominent situation dyslexics face are self-esteem issues (Moragne). One may find themselves trying extremely hard academically, only to fail to meet their parents? goals. They are often chastised for what adults think is wrong-doing. In actuality, these problems cannot be corrected without the help of professionals. To boost self-esteem, dyslexics should set very mild goals. Becoming a world renowned athlete is not a worthy goal to try. Perhaps making the baseball team would be an achievable goal. Everyone in this world, dyslexic or not, likes the feeling of succeeding (Moragne 75). The more a dyslexic succeeds, the better he will feel about himself, hence the making of achievable goals."

Tags:disorder, esteem, linguistic, mental, self, social

Abstract
This paper examines sociological theories in relation to Olympic diver Greg Louganis. Louganis' life as a homosexual and an individual with dyslexia is considered in terms of his place in a society with rigid norms. Additionally, his autobiography is used to explore these ideas.

From the Paper
"Greg Louganis, a four time Olympic diving gold medallist, finally was capable of presenting the story of his life to the public through his novel, "Breaking the Surface: The Story of Greg Louganis." Louganis' open discussion of his sexuality, dyslexia, and inability to be accepted within the social order for the majority of his life altered the public image that Louganis believed he was forced to present throughout his athletic career. This was due to the fact that society was structured in a manner that opposed different cultures, as well as individuals that did not fit into the societal norm of the time. Due to this primary factor Louganis' life can be examined within the scope of sociological theories that not only explain many of the choices that Louganis made in his lifetime, but also his ability to change his life in recent years and begin to live in a manner that expresses his...."

Tags:sociology, theory, louganis

Abstract
This paper explains that one of the greatest challenges for any educator is dealing with a student with reading difficulties. However, a number of different programs exist to deal with the different forms of comprehension difficulties: Edmark Reading Program and Reading Matery programs. The author points out that the auditory and picture matching approach of Edmark has been shown to be helpful for students from developmentally and socially disabling backgrounds. The paper relates that since dyslexics often report grappling with frequently misused letters and miss substituting of vowels and consonants; the program Reading Matery,designed to underline the specific dyslexic's need for reinforcement in his or her word sorting capacity and to learn other decoding methods to compensate for potential cognitive decoding difficulties, is better than the overall reinforcement of pictures, words and sounds in Edmark.

From the Paper
"The experimental group students received 15 minutes per day of tutoring by America Reads Volunteers in the Edmark Reading Program, a highly structured sight word program; control group students were simply read aloud to for 15 minutes each day by the same volunteers. Results indicated a significant difference in the performance of experimental group of students on the WRMT-R Passage Comprehension subtest and Edmark posttest. Qualitative data indicated that more experimental group students than control group students exhibited significantly improved reading ability, attitudes toward reading, attitudes toward school, and attitudes toward self. Results suggested that schools should consider the use of volunteers to implement one-on-one tutoring in the Edmark Reading Program to teach a supplementary sight word vocabulary to at-risk first graders. Thus, Edmark's 'hands on' approach may be helpful for students from disadvantaged backgrounds as well."

Tags:dyslexic, developmental-disabled, decoding, social

Abstract
An overview of dyslexia examining the symptoms and signs of this disability. The paper explains what it is, how it affects those affected by it and what can be done to help students who suffer from it. This paper introduces teachers unfamiliar with dyslexia to the most basic characteristics of this disability and describes methods which have proven to be most effective in helping dyslexic students succeed.

From the Paper
"Dyslexia is a disability which affects up to fifteen percent of all Americans (Hurford 33). It is very important that every teacher have at least a basic knowledge of this disability and receive training on ways in which they can help students who are affected by it, since it is very likely that all teachers will encounter at least a few students who are dyslexic (Hurford 33). It is particularly important for teachers to be familiar with ways in which to help dyslexic students become efficient readers because reading and reading comprehension affect nearly ninety percent of a student's studies (Goldberg et al 6).".

Tags:difficulty, disability, dyslexia, dyslexic, learning, pedagogy, reading, student, teaching, writing

Abstract
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)."

Tags:learning, difficulties, reading