" Available research findings on Dyslexia include work of top theorists John Stein and Uta Frith. Available articles by Stein, the pioneer of magnocellular theory, and some other magnocellular theorists, include The physiological basis of perceptual confusion in dyslexic children (Steinlab 2005); Neurophysiological bases of Dyslexia (Oxford Dyslexia unit, 2002); To see but not to read; the magnocellular theory of Dyslexia (Stein & Walsh, 1997); Impaired neuronal timing in Developmental Dyslexia -- the magnocellular hypothesis (Stein & Talcott, 1999); and Visual magnocellular impairment in adult developmental dyslexics (Talcott et al
Based on the literature, treatments for dyslexic children, particularly those also showing signs of Irlen Syndrome (IS) may include: use of a dark patch over one eye in order to help focus vision in the other eye; prescription of glasses with coloured lenses; glasses, and use of coloured overlays for reading (Stein & Walsh, 1997). Another treatment plan for dyslexic children is "an exercise-based treatment" (Young, 2002): The treatment regime involves physical exercises designed to improve functioning of the cerebellum, a part of the brain involved in co-coordinating movement
Dyslexia is a learning disability, and is a relatively broad term. It makes reading difficult because of the lack of learning comprehension and fluency seen by the dyslexic person (Cherry & Kruger, 1983)
That led to ways to help them learn to read more easily, so they would not fall as far behind their peers. Five to 10% of the population is believed to be affected by dyslexia, but studies have not confirmed this (Pennington, et al
, 2011). There are three subtypes of dyslexia, and which one a person falls under can also affect how that person is treated and what needs to be done to treat that person's dyslexia (Schuele, 2004)
It makes reading difficult because of the lack of learning comprehension and fluency seen by the dyslexic person (Cherry & Kruger, 1983). There are many ways in which dyslexia can manifest, including the processing speed of language, the verbal comprehension, the phonological awareness, and other factors (Willcutt & Pennington, 2010)
It makes reading difficult because of the lack of learning comprehension and fluency seen by the dyslexic person (Cherry & Kruger, 1983). There are many ways in which dyslexia can manifest, including the processing speed of language, the verbal comprehension, the phonological awareness, and other factors (Willcutt & Pennington, 2010)
The effect of this condition is that the brains architecture does not allow normal stages of learning as it pertains to reading. This defect affects the logographic phase with the instantaneous recognition of familiar words, the alphabetic phase which allows an individual to read new words and non-words based on recognition of the word in its units, and finally the phonological lexical phase which concerns the construction of a warehouse of written vocabulary that allows rapid detection of known words (Corona, Perrotta, Polcini & Cozzarelli, 2012)
Dual -- route models of reading, originally developed using data from adults, were applied to children who were learning to read. The common belief was that, developmentally, children could choose to learn to read by either Chinese or Phonecian strategies (Goswami, 2008)
These difficulties, in turn, have a serious impact on the development of reading fluency and reading comprehension. Students with these types of primary reading difficulties are currently labeled dyslexic (Torgesen, Wagner, Rashotte, Herron, & Lindamood, 2010)
This means that 20% of the students in any given elementary school class have some type of reading disability. This may a serious problem for many elementary school teachers who do not have the training or skills to address this situation (Washburn, Joshi & Binks-Cantrell, 2011)
Those who are able to help the child master these skills will increase their ability to evolve and overcome critical challenges. (Ott, 2006) According to Ott (2006), she found that this is a crucial factor in helping the student to master the language
For most people, the material that is presented is considered to be very boring and it makes it difficult for them to learn. (Reid, 2011) However, when someone is dyslexic, they will more than likely deal with issues that will impact how they understand and recall key concepts
Evidence of this can be seen in the below statistics (which are illustrating the scope and severity of the problem). (Thompson, 1996) 70% to 80% of people with poor reading skills will more than likely suffer from dyslexia
This will enhance everyone's ability to respond and address the problem. (Townend, 2000) Yet, at the same time the educators must use common sense and have creativity
Jena Ayers, an occupational therapist, who believed that learning difficulties are related to the processing of incoming stimuli in the human brain." Ayers was also convinced that "the development of higher intellectual processes was dependent on primitive parts of the brain developing first" (Csepe, 167)
" For example, children with dyslexia "may intentionally avoid any and all contact with persons outside of their immediate families, such as teachers, school principals and other educational staff members." On occasion, children (and even adults) may experience periods of deep depression, due to their inability to "come to terms with that fact that they are different than their immediate peers" (Doyle, 145)
This may be due to differences in genetics or in the educational systems. In Japan, dyslexia is rather rare which may be related to "the nature of the Japanese writing system which does not require the same degree of phonological skills as English, German or French" (Osmond, 156)
" In this method, the individual with dyslexia is subjected to long and complex eye examinations and are prescribed specific eye exercises aimed to improve how the eyes operate when reading. However, the American Academy of Pediatrics has stated that "there is no evidence that such treatments have any beneficial effect on the individual and that it may cause unnecessary delays in seeking out more appropriate treatment methods" (Singleton, 214)
As to the course of dyslexia, specific learning difficulties are commonly diagnosed during childhood, either when a child is attending pre-school, kindergarten or middle school. However, the symptoms/characteristics of the disorder usually do not become evident until "more demanding academic work is required, normally from the age of eight upwards" (Vellutino, 86)