Dyslexia- Literature Review

I have not had the opportunity yet to work with students that have dyslexia, because as you mentioned they are in early grade level as kindergarten, and the times that I had ask or point out a difficulty

Sally E. Schaywitz, M.D. is a well-known and very prestigious Pediatric Neurologist and an important figure in literacy education. Dr. Schaywitz received her M.D. from Albert Einstein College of Medicine. During routine well-care visits, parents would express concern for their children reading issues to Dr. Schaywitz, which prompted her to delve deeper into understanding and helping adults and children who have been diagnosed as dyslexic. Along with her husband, Bennett A. Shaywitz, M.D, according to Yale.edu the couple “created "Sea of Strengths" model of dyslexia which emphasizes a sea of strengths of higher critical thinking and creativity surrounding the encapsulated weakness found in children and adults who are dyslexic” (Yale.edu, 2014).

I like the ideas that you have provided regarding instructional interventions that would benefit those who are Dyslexic. Another strategy that I found was having the individual write their numbers and letters over and over. This helps them recognize the numbers and letters and they associate them better when they see them in other contexts (“Strategies

To address this problem, I attended the Masonic Learning Center in Evansville, Indiana twice a week for over three years. This facility taught me different ways to read and write which helped me overcome my disorder. Today, the dyslexia hardly affects me because I put in the work necessary to meet my personal standards. I have not or do not plan to ever use my disability as an excuse not to succeed because I have overcome

Try using books on tape or watching videos to help teach children how to read (Moragne 56). Avoid lectures and note taking and give the child extra time to work on homework (58-61). Help the child build a positive self-image, and help them set responsible goals that they can accomplish (75-80). Give that person help with their homework, simple accomplishable instructions, and help them find a hobby (70). In school, seat children with dyslexia at the front of the class so they can focus better and the teacher can provide better structure (61). For tests, give that child extra time to work on it or make the test oral (57). Make a list for the child so they do not forget to do anything (Moragne 46). There are four steps to teach a child with dyslexia how to read: teach them to recognize the words, let their vocab expand further, let them become familiar with the letters and the sounds of the alphabet and words, then let them decode the ability of words (Bronswick

The story about “Dyslexia” was interesting when the author said it could help out or “retraining.” When I first look at the title and definition at the beginning, I thought “Dyslexia” was a disease that cannot be cured. Also, along an example of this malfunction, perhaps it was difficult for people or that person to maintain with their learning skill. However, this story probably was not as struggle or suffered as other types of disease which is similar to “Dyslexia.” “Dyslexia” still part of interruption to a human brain function, and those people who had that diagnose probably needed a special care than ordinary people. Even if it seemed difficult for people with that diagnose, but it still had something that could help that type of people

There are a few educational programs and interventions available to help children with dyslexia. These can vary from standard teaching in small groups with a learning assistant, to one-on-one lessons with a specialist. Many

Children in their younger years as well as older years face typical problems. If these problems are known as early as possible, there are major chances of it being cured. Dyslexia is one such problem that relates to a learning difficulty leading to problems associated with spelling, reading, and writing. It has become a common problem though with proper and adequate treatment it can become better and be cured too. It is a peculiar condition, as even though basic reading and writing is affected, the intelligence is not affected at all. Without doubt, it does create a challenge in daily life because we cannot pass through a day without reading or writing and if these basic

If a child is unable to recognize letters, finds it difficult to rhyme, is slow to learn the sounds of letters, reads slowly, has poor spellings, or has problem in decoding unknown words, then most probably, the child is suffering from Dyslexia, which is a common learning disability. Dyslexia in children is a common problem; however, most of the time, it goes undiagnosed and untreated and this causes problems in the later stage. The problem occurs in the brain and it can be easily treated if diagnosed at an early stage. Both parents and teachers can help a child overcome the problem by being considerate and recognizing the symptoms on time.

Dyslexia is one type of specific learning disability or SLD. Dyslexia is a brain-based type of SLD that weakens a person’s ability to read. It is not related with a person’s IQ but has a strong connection with phonological awareness, short-term memory and rapid naming. Most people with Dyslexia have normal or even high IQs. Many children with reading disabilities like dyslexia attend general school but need special education services. This is why early diagnosis is an important factor in being able to help manage dyslexia. This early intervention is important

Dyslexia is a frequently misunderstood reading issue where letters or words are often converse. Not only does it effect reading but spelling as well. Children will often have decoding issues such as reverse letters and words, which are common in the early stages of learning to read and write. Their struggles to identify words they do not know will produce many errors. Trouble in word recognition are due to a lack of the sound language that makes it very problematic for readers to connect letters and sounds in order to figure out. The problems in dyslexia don’t end in childhood, they continue

Dyslexic participants were picked because they had struggled learning to read and write during their childhood, but overcame these obstacles in different ways. They all had advanced to college study and experienced varying degrees of success during

Dyslexia is a specific learning difficulty that affects individuals’ language acquisition skills such as learning to read and spell. Most researchers have agreed that its core cause is poor phonological awareness, that is, the poor ability to manipulate sounds in speech. Learning to read requires the child to establish a set of mappings between the letters (graphemes) of printed words and the speech sounds (phonemes) of spoken words. Learning to read English poses particular challenges for children with dyslexia due to its inconsistent letter-sound mappings. Traditional explicit and intense phonics-based (letter-sound) multisensory instruction training has shown its efficacy in helping children at-risk for or with dyslexia to learn to read.

For my I-search project, I decided to research dyslexia and more specifically, dyslexia in elementary school-aged children and some accommodations and programs are helpful for them. Through my research, I plan to address Essential Question four, “what approaches and practices are effective in supporting the needs of individuals with disabilities across their lifespan?” I chose to research this disability because of my first-hand experience working with a middle school student who had severe dyslexia. At the time, I wished that I knew more about the disability. I am choosing to focus on elementary school age children because this is the age group that I would like to teach when I am out of college. Having the knowledge of how to best support students with dyslexia is something that I hope to gain from this research.

, & Kline, W. , 2006). Difficulties with auditory perception may result trouble in producing the correct letters and words which have similar sounds. Children with auditory processing disorder also have difficulties in understanding and interpreting the meaning of the words or sentences which they have heard through their ears. In term of auditory perception, there are also five elements which is important to see the process of dyslexics in listening and interpreting the sound which they have heard (Lerner, J.W. , & Kline, W. , 2006). Those are phonological awareness, auditory discrimination, auditory memory, auditory sequencing, and auditory blending.