Dyslexia Observational Study

A.About five to six percent of American public school children have been diagnosed with a learning disability; eighty percent of the diagnoses are dyslexia-related. But some studies indicate that up to twenty percent of the population may have some degree of dyslexia.

Interviewing the parent of a child diagnosed with learning disability can be intimidating. It is difficult to gauge how much a parent wants to reveal about their child. Also, it is not unusual to discover that one parent is at a different place of acceptance than the other parent. Each family member’s journey is different; for example, it is not rare for a father to work out the emotional difficulty of a special needs diagnosis differently than a mother.

Logan article suggest that dyslexics enhances their communication skills in order to compensate for their lack of writing skills. While comparing the communication skills of dyslexics and non-dyslexics those with dyslexia saw themselves as being better than non-dyslexics. According to the article, “This is not surprising because dyslexia literature suggests that dyslexic compensate for their lack of written skills by developing enhanced communication skills” (Logan). Overall dyslexics may not be as good at writing like those without dyslexia but their learned ability to communicate, which is another essential skill for business, gives them the advantage later in

Credibility: Ever since I could remember, my younger sister has sruggled with her reading and writing abilities. My mom would make her read out loud every night, but even through practice it was still very difficult for her. By the time she reached first grade, the school SLP said that she was dyslexic IV. Thesis: Dyslexia is a condition that affects people world wide, but through the proper treatment and help it can have less of a negative affect on a person Body I. Main Point: The specific cause of dyslexia is still not 100% clear. A.) Anatomical and brain imagery studies show that there are some differences in the way a person with dyslexia’s brain develops and functions, than a person without dyslexia.

Then, subsequent longitudinal and training studies are required, as they are considered most appropriate for exploring a causal hypothesis (Foster, 2010). In longitudinal studies, the plausibility and direction of the causal link can be assessed by tracking the development of children at familial risk (FR) for dyslexia. Logically, if one factor has a causal effect on impaired reading abilities, it is supposed to precede and predict reading development. Additionally, once children start to receive formal reading instruction, there will be a reciprocal relationship between factors and reading ability, which makes it difficult to establish a clear causal pathway for reading problems (Stuart & Coltheart, 1988). Therefore, only results from longitudinal studies conducted prior

Historically, it was considered that people with learning disabilities were unable to experience the feeling of grief following bereavement. It was considered that the person’s emotional and intellectual developments were aligned (Blackman, 2003). Read (2005) shared this view, agreeing that any views from carers and professionals conveyed that people with learning disabilities were unable to grieve or respond to death. This was attributed to their level of cognition and the inability to fully understand the meaning of loss, death and dying (Read, 2005). This was taken to the extent of excluding people with learning disabilities from experiencing loss altogether, by not informing them about the death of their family member or friend (Grey, 2010). In a recent study, Dowling et al (2006) suggests that in many cases, carers and those in a professional

Dyslexia is a lifelong struggle with constant challenges with reading and speaking. About five to ten percent of the United States population deals with the learning disorder dyslexia (Van den Honert, n.d.). It is a neurological condition that is mainly caused by genetics but there are some rare cases in which it is acquired. Dyslexia interrupts the normal processes of reading and speaking (Van den Honert, n.d.). All of which are used in daily life and this makes life and school so much harder for dyslexics. They must learn to live with the condition for their entire life and there is not really a treatment for it. With the constant struggle and reminder of their

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

Dyslexia is a common reading disorder that is often first recognised when children enter school. It is often characterized as, a disorder where individuals struggle with reading but this struggle does not generally have anything to do with the individual 's overall intelligence. Different people are affected to varying degrees by dyslexia, some people have difficulties in spelling words, reading quickly, writing words, "sounding out" words in their the head, pronouncing words when reading aloud or understanding what they are reading (Mayo Clinic Staff, 2014). There 's no cure for dyslexia and it is estimated to impair about five to twelve percent of school aged children in North America (Elbert, Lovett, Cate-carter, Pitch, Kerr, & Barr,

According to The International Dyslexia Association, the impact that dyslexia has is different for each person and depends on the severity of the condition and the approaches of the remediation. The

This article outlines useful information on the causes of dyslexia and presents practical teaching methods to use with dyslexic students in the classroom. The article is interesting because it highlights the causes of dyslexia and the symptoms of students with dyslexia, furthermore it makes some valid suggestions to improve the teacher’s role in the classroom.

Research in the field of Dyslexia has grown twenty-five percent throughout the last few years. From recent studies, we have discovered new and improved ways to help people who are hindered by Dyslexia, even though we are still learning more about Dyslexia every day. Dyslexia is a learning difficulty that hinders the academic progress of over 40 million American students who struggle daily, and can be helped with accommodations. In order to help these 40 million students, we must acknowledge what is Dyslexia, recognize what it is like to be Dyslexic, and explore what accommodations should be given to those who need it.

This means that if a parent has dyslexia, their children will have a greater chance of having the disorder as well. The same essay states that current studies suggest that 15-20% of the U.S. population has a reading disability, and of those 85% have dyslexia. Most of this data is obtained once a child has entered school and reached the age of 9, where reading becomes more vigorous. Most children with dyslexia can learn methods to assist them with their disability and read more fluently, but only if the learning disability is identified, recognized, and treated accurately. Even though dyslexia is a common disorder, obtaining a diagnosis can be difficult because schools are reluctant to spend the money or resources needed to test their

Discussions of dyslexia require a definition of the term, and this is where we can come into some confusion if we are not careful. In fact, the “problem” itself exists in the defining of the word, and thus the labeling of those to whom the definition applies. However, with some knowledge of the etiology of “dyslexia” we can begin to ply our beliefs off the population of “dyslexics” and start to gain some understanding of their experiences with language learning. This is, after all, the intention of this research. Guardiola (2001) also assisted in redirecting the academic focus in this direction, towards the etiology of the term and how its history has shaped current social work, education, neurobiology, and psychology perspectives.

For the purposes of the study, we needed to recruit 60 students with dyslexia, either girl or boy, of any race and ethnicity. The targeted participants were American students that only speak the English language. This study excluded students