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."
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."
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 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 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).".
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..."
Abstract Examines the learning disorder and language-impaired children. Describes dyslexia; its symptoms. Academic performance & learning problems of dyslexic children. Learning disorders causes by neurological abnormalities. Anatomical differerences in the brain of dyslexics. Effect on motor production skills. Possible role of genetics. Treatment of dyslexia; adaptive training exercises; special programs.
From the Paper "Dyslexia is a learning disorder in which children have difficulty recognizing and interpreting words (Ford-Martin, 1999). They are unable to recognize and decode the sounds and syllables, i.e. the phonetic structure, of written words and language, and this lowers their accuracy in reading. Many children with dyslexia are gifted and very productive: there is no link at all between dyslexia and low intelligence (Turkington (1999). A study by Curtiss, Katz and Tallal (1992) showed that in terms of language acquisition, language-impaired children were markedly similar to language-matched normal children. The National Institute of health estimates that about 15 percent of the U. S. population is affected by learning disabilities, and most of these have problems with language and reading.
The symptoms of dyslexia, like any learning disorder, are..."
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)."
Abstract This paper presents a literature review that reveals the various complexities associated with dyslexia. The paper emphasizes the importance of detecting a dyslexia condition in the early period of its formation and that, upon detection, the dyslexic person should immediately undergo treatments such as aggressive linguistic development before he or she reaches secondary education.
Table of Contents:
What is Dyslexia
Literature Review
Dyslexics: Causes, Signs and Symptoms, Differences and Treatment
Conclusion
From the Paper "Unfortunately, scientific inquiries and long-term observations on literacy skills of dyslexics fail to point out the main cause of the condition. The causes have been often linked to a number of unfavorable conditions involving mental capacities and functions. Some of these are problems in memory storage capacity, processing, and retrieval. Many also point out that difficulties and sequencing and hand and eye and ear coordination also heightens the risks for dyslexia."
Abstract The paper defines dysgraphia as a neurological disorder that causes people to experience difficulty writing. Even though both adults and children suffer from the disorder, the focus of this paper is primarily on the child. There are many different components to dysgraphia that are discussed in this paper. This paper also explores the history of the disorder as well as implications and treatments. Finally, presented in this paper is the latest research on the disorder and how new developments have helped those who are afflicted with dysgraphia.
From the Paper "It is crucial that parent recognize the early warning signs of a child suffering from dysgraphia. Positive reinforcement is necessary to overcoming the disability, if the disorder is not recognized the child may be perceived as lazy or unconcerned with his or her schoolwork. A child mistaken for lazy who has an undiagnosed case of dysgraphia may become frustrated, withdrawn and even depressed. Therefore, a parent must heed the warning signs and arrange for the proper assessment(s) to be conducted. If a child is confirmed to have a case of dysgraphia, the proper course of treatment must be followed. Adults who have never been diagnosed but are aware of their deficiency must also undergo the same course of action."
Abstract This paper explains how we acquire reading skills, examines and explains lexical and phonological dyslexia and discusses some of the research being done in the area. The paper concludes with a recommendation for programs that could be used to help children with reading disabilities.
From the Paper "Reading is the process of acquiring linguistic meaning from printed or written symbols. These symbols can take a variety of forms. English uses 26 characters that can be combined in a nearly infinite number of possible combinations. Another way to symbolize words is found in the Braille system, which uses patterns or raised dots to represent letters instead of ink on paper. Other languages, such as traditional Japanese and Chinese, use individual symbols that are derivations of visual representations of spoken words, sometimes called pictographs. In fact our society uses some pictographs. Company logos are one example; traffic signs are another."
Tags: linguistic, printed, written, symbols, phonologically, dyslexic, vocabulary, language
Abstract This paper examines the extent that labeling has on student's achievement early on and later in their academic career. Specifically, the paper assesses whether or not labeling students as "learning disabled" may negatively impact a student's potential for achievement and success throughout his or her educational career and later in life. The paper attempts to verify whether or not the label of "learning disability" has a deleterious impact on a student's overall chances for success throughout the academic career. To achieve this objective, the paper presents a research proposal that will conduct a qualitative examination related to academics and student labeling. The study incorporates use of a literature review and questionnaire geared toward gathering information regarding student self-perception, achievement, and teachers? perceptions of students that are labeled as learning disabled.
From the Paper "During the course of a child's school years they will learn to define themselves as a person and shape their personality, sense of self concept and perception of their potential for achievement for life (Persaud, 2000). Thus the early educational years may be considered one of the most impacting and important with regard to emotional, social and cognitive development for students of all disabilities. Labeling is a common by-product of educational institutions, one that has been hotly debated with regard to its benefits and consequences by educators and administrators over time. There are proponents of labeling and those that suggest that labeling may be damaging to students in some manner."
Abstract This paper discusses that, by definition, a speech or language impediment is a communications disorder, which is associated either with the impaired ability to produce sounds or normal voice or to speak fluently and is often associated with various learning disorders. The author points out that young people with speech or language impairments struggle to understand abstract concepts such as time, have problems learning to read, find it difficult to switch conversation topics, generally feel isolated and don't make friends easily. The paper relates that apraxia is a speech disorder in which voluntary muscle movement is impaired but, unlike dysarthria, there is no problem with the transmission of controlling messages to the speech; therefore, apraxia is more amenable to classroom therapies.
Table of Contents
Introduction
Types of Speech and Learning impediments
Stammering and Stuttering
Dyslexia
Dysarthria
Apraxia
Attention Deficit Hyperactivity Disorder (ADHD)
From the Paper "Dyslexia is an inherited condition which can be a severe learning impediment. It has a direct effect on reading and writing skills, but has absolutely nothing to do with the level of a child's intelligence. It is estimated that between four and five percent of the population are dyslectic. A dyslexic has "tiny differences in specific language areas of the brain which can cause varying degrees of difficulty in learning when using words and symbols." About sixty percent of those suffering from dyslexia find it hard to identify and arrange sounds within words; which inevitably leads to problems with reading, writing and spelling."
Abstract This paper explains that one of the most common forms of learning disabilities is dyslexia, which causes a specific problem with reading not with thinking skills, and includes several illustrations of the way dyslexics "see" letters. The author points out that, although Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities are often lumped together, they are two separate concerns; some people with ADHD have difficulties learning, but frequently this is due to their distractibility rather than to any kind of inability to process information. The paper recommends counseling, behavior-modification, creating an environment of structured tasks and assisting with the establishment of self-esteem and relationship-building skills: The paper demonstrates an activity appropriate to increasing function. Several illustrations.
Table of Contents
Dyslexia
What They Don't See
Attention Deficit Hyperactivity Disorder (ADHD)
Brain Injuries
Genetic Diseases
Ways to Improve Cognitive Dysfunction
Activity
From the Paper "As seen on the Dyslexia Australia website, the first sample below has the words shown clearly. The second section of text is identical to the first; however, certain words are etched back so they are not clearly visible. As dyslexics are generally picture thinkers, they only see words to which they can place a picture. Read the first section of text. Read the second section of text, but only read the words that are clearly visible. Delete the words that are not. This is the way it may be read like a dyslexic, reading the pictures."
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...."
