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orld Federation of Neurology’: “Specific developmental dyslexia is a disorder manifested by difficulty learning to read despite conventional instruction, adequate intelligence, and adequate socio-cultural opportunity. It is dependent upon fundamental cognitive disabilities that are frequently of constitutional origin.” (Ariniello, 1999).
Through this proposal it is hoped to analyze the learning disabilities of children such as reading, writing and spelling errors such as, mirror writing, back forward writing and so on. It is hoped to identify the link between these abilities (Alexander, & Slinger-Constant, 2004). That is how specific learning disabilities have an impact on other factors such as social factors, psychological factors or environmental factors and so on. Reading and learning are the two factors that decide the success of a child during his school career. Initially he learns to read. After that he reads to learn (Griffiths, & Snowling, 2002). As such reading is of paramount importance in the educational process. Unfortunately poor reading skills, and as a result poor learning skills, have become a stark reality for a disturbing number of children. The Institute for Global Education and Service Learning states that 40% of American children have difficulty reading or learning to read, and as many as three-quarters of pupils who are poor readers in third grade will remain poor readers in high school. The word "dyslexia" is frequently used to refer to the child who has an average or above average IQ and is reading 1 1/2 grades or more below grade level and whose reading problem is accompanied by the signs such as: Reversals of letters (Carrol, & Iles, 2006). That is children with dyslexia frequently confuse letters like b and d, either when reading or when writing, or they sometimes read (or write) words like "rat" for "tar," or "won" for "now."
The primacy and immediacy of a priori and a posteriori implications of dyslexia among school children
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This brings the idea that if dyslexia is properly understood, people who has it can and will still function as normal human being and can even be equally successful as everybody. In plain language, dyslexia is a learning difficulty that affects reading, writing and spelling (Daily Mail, 2012).
Hence, dyslexic children may also be disorganized, having poor time management skills and memorizing potential. Children with dyslexia have many strengths and competencies despite their learning disability. However, the disability changes its context over time.
Although such a class may prove difficult to handle, a knowledgeable teacher can alleviate the problem by paying closer attention to such cases in a general classroom so as to enable them have a feeling of acceptance, and comfort, since friendliness is very essential in the development of human confidence.
It proceeds into the impact upon identification and assessment of dyslexia, then the main characteristics of the disorder, and finally the implications of labelling for the child/young person, parent and professional.
Dyslexia research has a broad scope covering developmental dyslexia, in which reading skills has not matured properly; and acquired dyslexia, in which dyslexia originates as a brain insult causing disruption of an already established skill, like reading (Gardiola 2001).
in of the child and such a child actually needs special teaching and help so that normal learning can happen in school and the child can come out in flying colors in his life. Teachers play a major role in the detection, evaluation and management of dyslexic children and hence
The dyslexic children usually demonstrate capabilities in some aspects of learning but may have some persistent difficulties that are not common even in the weak students in school. Dyslexic children may perform well but may fail to understand some important aspects in learning such as spelling and pronunciation.
This paper is divided into five sections, in the first section introduction is given, and then in the second section literature review is discussed in detail. In the third section methodology of the paper is elaborated, followed by discussion and analysis in the forth section. The last section concludes the report with recommendations also given at the end.