Dyslexia in Children - Annotated Bibliography Example

Annotated Bibliography on Dyslexia in Children Beeson, P., Rising, K., Kim, Esther S. & Rapcsak, S. . "A Treatment Sequence for Phonological Alexia/Agraphia". Journal of Speech, Language, and Hearing Research 53 (2): 450–68. The authors of the journal illustrate the treatment approaches for dyslexia that affects children. The illustrated approaches involve therapy and compensatory strategies. The two approaches enable the affected children to read and write through the application of education support. Written comprehension can also be improved through control of stress and anxiety. Bhattacharyya, S., Cai, X. & Klein, J. (2014). "Dyscalculia, Dysgraphia, and Left-Right Confusion from a Left Posterior Peri-Insular Infarct". Behavioural Neurology. Bhattacharyya & Klein explain the cause of dyslexia. Researchers have continuously tried to understand the neurobiological of dyslexia, as from 1881 when it was initially identified. A good example of the challenges that dyslexia children experience entails viewing letters clearly. This is because of the abnormal development of the children’s visual nerve cells. Bogon, J., Finke, K. & Stenneken, P. (2014). "TVA-based assessment of visual attentional functions in developmental dyslexia". Frontiers in Psychology. The authors show the diagnosis of dyslexia. The diagnosis is covered through three approaches; central dyslexia, peripheral dyslexia, and neglect dyslexia. Central dyslexia explains inherited and also developmental dyslexia. Peripheral dyslexia entails acquired dyslexia that shows visual factors processing challenges. Neglect dyslexia illustrates misreading certain letters. Chung, K., Ho, C., Chan, D., Tsang, S. & Lee, S. (2010). "Cognitive profiles of Chinese children with dyslexia". Dyslexia 16 (1): 2–23. The authors show significant cases of dyslexia among the Chinese children. The children experience challenges in phonological decoding, auditory short term memory, and verbal comprehension. Other unique dyslexia cases arise from other related causes; for instance, poor reading instructions and non-neurological deficiency in terms of vision and hearing. Facoetti, A., Corradi, N., Ruffino, M., Gori, S. & Zorzi, M. (2010). "Visual spatial attention and speech segmentation are both impaired in preschoolers at familial risk for developmental dyslexia". Dyslexia 16 (3): 226–239. The children dyslexia cases illustrate speech and visual challenges. the speech problem is shown through delays in the speech processes. School age children who experience dyslexia show challenges symbols like difficulties in producing rhyming words and also counting syllables through words. Ferrer, E., Shaywitz, B., Holahan, J., Marchione, K. & Shaywitz, S. (2010). "Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia". Psychol Sci 21 (1): 93–101. The authors provide meaning of dyslexia. The condition illustrates challenges in language comprehension, despite average or above normal intelligence levels. Even though dyslexia in children is viewed as receptive or language based learning challenges, it additionally negatively affects the expressive language skills development. Friend, A., Defries, J. & Olson, R. (2008). "Parental Education Moderates Genetic Influences on Reading Disability". Psychol Sci. 19 (11): 1124–1130. Friend & Olson explain the genetic factors that influence dyslexia, and how the factors can be controlled. The abnormal cell formations illustrated through autopsy, have been identified in the sub cortical brain structures. Genetics have a lot of influence during supportive environments or situations. Thus the genetic risk factors form more variance during the outcome. Germanò, E., Gagliano, A. & Curatolo, P. (2010). "Comorbidity of ADHD and Dyslexia". Developmental Neuropsychology 35 (5): 475–493. The authors show that the prevalence level of dyslexia is unknown. Approximate values are very diverse and range from between 1% to 33% of the entire population. The diverse levels are because of the differences in the writing approaches and also different speaking categories. Dyslexia levels in China are very different from the United States approaches. Handler, S. & Fierson, W. (2011). "Learning disabilities, dyslexia, and vision". Pediatrics 127 (3): e818–56. Handler & Fierson explain the challenges caused by dyslexia. There are four major challenges; dysgraphia, attention deficit disorder, auditory processing disorder, and developmental coordination disorder. Dysgraphia leads to impaired automaticity during letter writing. Auditory processing disorder minimizes the capabilities of processing auditory information. Developmental coordination disorder, illustrates challenges of performing routine activities that require balance. Ise, E. & Schulte, G. (2010). "Spelling deficits in dyslexia: evaluation of an orthographic spelling training". Ann Dyslexia 60 (1): 18–39. Ise & Schulte illustrates the spelling challenges that children with dyslexia experience. The attention deficit disorder mainly results into the learning challenges relating to spelling. There is great difference between children with and without the dyslexia condition. This is illustrated in terms of attention deficit, and has negative implications for teaching reading and also writing. Jones, W., Branigan, H. & Kelly, M. (2009). "Dyslexic and nondyslexic reading fluency: Rapid automatized naming and the importance of continuous lists". Psychonomic Bulletin & Review 16 (3): 567–72. Jones, Branigan & Kelly compares the reading and learning competencies between dyslexic and non-dyslexic children. The dyslexia children illustrate reduced reading and learning capabilities. Dyslexia is the generally common learning challenge. Other learning related effects include challenges of; rapid naming, verbal comprehension, orthographic coding, and language skills. Lovio, R., Näätänen, R. & Kujala, T. (2010). "Abnormal pattern of cortical speech feature discrimination in 6-year-old children at risk for dyslexia". Brain Res. 1335: 53–62. The authors explain the speech challenges that dyslexia children experience, and the discrimination cases that arise due to the condition. Some teachers and peers negatively discriminate against children having the condition. The society should be made aware that dyslexia is a common condition, which can be easily controlled. Lyytinen, H., Erskine, J., Aro, M. & Richardson, U. (2007). "Reading and reading disorders". Language Development. 79:  454–474. The authors stress the reading disorders that children with dyslexia have. The children have problems like word retrieval, and the naming of things. Other poor reading aspects entails; generally being poor spellers. This condition is referred to as dysorthographia. They omit letters or words when reading. Nicolson, R. & Fawcett, A. (2009). "Dyslexia, dysgraphia, procedural learning and the cerebellum". Cortex 47 (1): 117–27. Nicolson & Fawcett provide the meaning of the dyslexia condition. The condition involves cognitive disorder that relates to speech and reading abilities. The National Institute of Neurological Disorders and Stroke, explain that dyslexia illustrates difficulties in spelling, phonological abilities, and rapid visual-verbal relationship. Paulesu, E., Danelli, L. & Berlingeri, M. (2014). "Reading the dyslexic brain: multiple dysfunctional routes revealed by a new meta-analysis of PET and fMRI activation studies". Frontiers in Human Neuroscience 8. The authors address adequate analysis of the dyslexic brain. The different neurological deficits results into diverse degrees of the learning challenges. The learning systems are diverse and hence illustrate different coping abilities. The neurological abilities are needed during reading, writing and spelling. Proulx, M. & Elmasry, H. (2014). "Stroop interference in children with dyslexia". Neurocase: 1– 5. Proulx & Elmasry illustrates the research conducted in the area of children dyslexia.majority of the present researches concentrate on the area of alphabetic writing system. Substantial researches are also present in diverse cultures and languages; for instance, English, Arabic, Hebrew, Chinese, and several other languages. Seki, A., Kassai, K., Uchiyama, H. & Koeda, T. (2008). "Reading ability and phonological awareness in Japanese children with dyslexia". Brain Dev. 30 (3): 179–88. The authors explain the challenges experienced by the Japanese children, who have dyslexia. The two key challenges involved are; reading abilities and the phonological awareness. Reading abilities are relatively lower in the children with disabilities. The phonological awareness is also less in the children having learning disabilities. Siok, W., Niu, Z., Jin, Z., Perfetti, C. & Tan, L. (2008). "A structural-functional basis for dyslexia in the cortex of Chinese readers". Proceedings of the National Academy of Sciences 105: 5561. The authors describe the effects of dyslexia among the Chinese readers, with special concentration on the children learners. The key effect entails the social withdrawal syndrome due to lower levels of learning competencies. A good example entails poor memory or poor reading abilities. Starrfelt, R., Ólafsdóttir, R. & Arendt, I. (2013). "Rehabilitation of pure alexia: A review". Neuropsychological Rehabilitation 23 (5): 755–79. The authors explain the possible remedies for the dyslexia condition. Reducing stress or anxiety levels can enhance written comprehension. The main aim for dyslexia intervention in the alphabet writing systems is to enhance the awareness of the child in the correspondences of graphemes and phonemes. Willcutt, E., Betjemann, R., McGrath, L., Chhabildas, N., Olson, R., Defries, J. & Pennington, B. (2010). "Etiology and neuropsychology of comorbidity between RD and ADHD: The case for multiple-deficit models". Cortex 46 (10): 1345–1361. The authors explain that early intervention of the dyslexia cases is very significant during continuous brain development. This minimizes the long term effects of dyslexia. The Dyslexie font and the OpenDysleic font were developed, due to the belief that several Latin alphabets are closely or visually similar, and hence confusing to the children with dyslexia. Read More