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Understanding Dyslexia: Recognition, Symptoms, and Teaching Approaches, Exams of Cognitive Development

The complexities of dyslexia, a learning disorder that affects the ability to read and decipher written words. It discusses the importance of recognizing symptoms beyond a simple delay in reading ability, the role of teaching methods, and the ongoing debate among researchers and educators about the most effective approaches. The text also touches upon the neurological aspects of dyslexia and the need for individualized remediation.

What you will learn

  • What are the two main teaching approaches for reading and which is more effective for dyslexic children?
  • What are the common symptoms of dyslexia beyond a simple delay in reading ability?
  • How does the age of a child impact the severity of dyslexia symptoms?
  • What neurological factors contribute to dyslexia?
  • How can educators and parents effectively remediate dyslexia?

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II 159
A UTH OR
TITLE
EC 112 241
E vanagh, James --Yen m hien, Grace
Developmental Dyslexia and Related Reading
Disorders.
INSTITUTION Rational Inst. of Child Health and Human Deve orm nt
(HIE), Bethesda, Md. Iluaan Learning and Eehavior
Branch.
REPORT NO MEN-NIB-78-92
PCB DATE 78
NOTE 61p.
AVAILABLE FROM National. Institute of Child Health and Aman
Development, (CHEW /NIB), fethesda, Maryland 20014
(Single copy free)
ED RS PRICE
DESCRIP,TORS
ABSTRACT.
mE-$0.83 EC-$3.50- Plus rostagel
Cognitive Development; 31Dyslexim: 'Etiology;
*Learning DiSabilities; *Low Achieveme---t factors;
*Reading Difficulty ; Read itg Prcces se Remedial-
Reading; *reaching Methods'
The 8-chapter bookie gives an overview of what is
known and what remains to be kmown a out elopmental dyslexia.
Chapter 1 defines the scope of reading problems in general, while
chapter 2 defines dyslexia-"children bhc have difficulty learningt to
read, for no apparent reason",. Chapter 4 outlines the ncrral reading
process. Possikle causes for dyslexia, including educational,
biological, and psychological factors, are discussed in chapter 5.
Developmental, corrective,' and remedial teaching methods are
explained in chapter 6. Chapters 7 and 8 deal with prognosis and
needed resea rch re specti vel y. (PHR )
******* ** ********** ***** ***
. Reproductions supplied by EDES are the bez
from the original accume
******** 41***4** #4
*** ,* ******
that can be made
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Download Understanding Dyslexia: Recognition, Symptoms, and Teaching Approaches and more Exams Cognitive Development in PDF only on Docsity!

II

AUTHOR

TITLE

EC

Evanagh,James - -Yen mhien,Grace

DevelopmentalDyslexiaandRelatedReading

Disorders.

INSTITUTION

RationalInst.ofChildHealthandHumanDeveormnt

(HIE),Bethesda,Md.IluaanLearningandEehavior

Branch.

REPORTNO MEN-NIB-78-

PCBDATE 78

NOTE 61p.

AVAILABLEFROM National.InstituteofChildHealthandAman

Development,(CHEW/NIB),fethesda,Maryland

(Singlecopyfree)

EDRSPRICE

DESCRIP,TORS

ABSTRACT.

mE-$0.83EC-$3.50-Plusrostagel

CognitiveDevelopment; 31Dyslexim: 'Etiology;

LearningDiSabilities;LowAchieveme---tfactors;

*ReadingDifficulty; ReaditgPrccesse Remedial-

Reading;*reachingMethods'

The8-chapterbookie givesanoverviewofwhatis

knownandwhatremainstobekmownaout elopmentaldyslexia.

Chapter1definesthescopeofreadingproblemsingeneral,while

chapter2definesdyslexia-"childrenbhchavedifficultylearningtto

read,fornoapparentreason",. Chapter4outlinesthencrralreading

process.Possiklecausesfordyslexia,includingeducational,

biological,andpsychologicalfactors,arediscussedinchapter5.

Developmental,corrective,'andremedialteachingmethodsare

explainedinchapter6.Chapters7and8dealwithprognosis and

neededresearchrespectively. (PHR)

. Reproductions supplied by EDES are the bez

from the original accume

that can be made

U DEPARTMENTOFHEALTiL

COUCATIONLWELFARE

.NATIONALASTITLITEOF

EOU6TIOW

Tai DO(LINENTHOREEN!"REFRO,

'DUCEDEXA11C6A4RECEIVEDFRON

TtET'ERSONOOR6ANIZATIONORIN,

AY:IN5IT POINTSQFVIEWOR°PINIONS

STATE .00NOTNECF4ARILYREPRE.

5ENTOFFICIAL#A7IONALINSTJTurrOF

EDUCATIONPOSITIONORP9LICY

Ef.S.

Departmentofii61i11,rEducatiqn

1 and.Welfare..

PublicHealthService

National

IkitutesofHealth

PreparedbyJaneFKavanagh,PhD!,

Chief

GraceYen4ornshian,Ph*D.

hni

Le4ning.atidBehaviorBranch

NatinpalitistititeofChildHealth

and1unapDeelopont

NationallastitutesofHeilth

Bethesda14d.

BioldPicalCause

27

LDeviantbehavior

a.Visuoperceptivedeficit ...

27

b.Retardedlanguage-development

.t.,t 29

c.Impairedintersensory

integration 32

Impairedniemury

.... 33

e.Sequentialperceptiondeficit

34

f.

Impaireddirectionalsense

34

2.DevelopmentalJag

36

3.Neurologledfattors

a.4.'crebralIlonninaricetheory

41

b.Minimalbraindysfunctiontheory

43

4.Geneticfactors

46

VI.TEACHINGMETHODS.
VII.PROGNOSIS

'

VIII.RESEARCHNEEDS

56

4

life,Nationaliiisti

ofChildfilthand

Human

Development(IIIcHD)is

icated,t6theprinciplethat

1116eatplias'es'of,t.klifecyde

ottlixception'al,opportuni-

tiesforpren-titirig-Oisordelijettnapiket,indivklual,s

at

.0 ti

theirlive-:

7

suchcondition/which

!may .roots

inlift

utshowsup(Iiingtheschool

yearsandthrough

aOlthoOdisthereOngdisorder,iievelopniterital

dysle

Theiiic

h i

cresearchaimed-atirnpro

diagin6isanq.opierapy.forchildren

whosufferfrom

!learningdisaVility,whichaffectsmillions

ofAmerica

s,

Throughftiiarnen

research,welive

togainabetter

/

urilerstipidingofthenormalreadingprocessandidentify,

factor

Michpeeniothevilise

natalOildrenfromlearn.

in

roilThisknowledge

'payhelpus.detectandprevent

exiabeforeproblems'develop,

Thisbookletis.

anoverviewoflithatis

nownand

whatrennin

stobelearnedaboWdyslexia:It

is-writtenfor

peoplewhirhaveOne.bacgiollnd

inthe

oldsofreading

aidreadicg:disorOef,andwho:

workwithreadifig-inipaired:

childrenSuchpeople..includeleering

disability'specialists

elementalschoolreadingteachers;

andguidance

counse

lots!Parents,pediatricians,

andotherswho'have

asp'ecial

interestinrea(itgdisorder

.1-14alsohiditinformatiyeto

readthisreviewofcurrent

nowledges

aboutdyslexia.

4 awnKretchrtier,

PhD,

()reword

V

4'

71'e

'IA

I r

111"

4

14

t

s,I

16-'21are'functionallyilliterate,with.virtuallynoprospects

ofobtaininggoOdjobs..Arecentptuyin4ti

ajorEastern

'cityshowedthat75%ofjuvenile_off

tiersar twoormore

yearsbel-iindinreading;

portionofpoorreadersamongad

convictedofcriminal,

offenges.

Thesestatisticsdon'tmeanthattoday'sschoolchild

whocannotleasn'toreactwillbecometornorrovv:s

criminal,

buttheydopointoutthesZriouinessofthe

situation:

Withouttheabilitytoread,most

individualsarejustnot

prepared.tocompetesuccessfully-in

acomplex-society.

Yearsofpoorscholastis

achievernent

alwaysaconsy-

quenceofreading;problemslessenor

eliminateopportuni-

-tiesinlaterlife,At

thaveryleast,readingproblemsforma

substantialroadblocktotheattainmentofrealpotential.

Formany,.-schoolchildrenwhostrugglewithreading

problems,thecauseoftheproblemcanlbeidentifiedandan

effectiveremedialcoursedesigned_Manyknowncauses

of

readingproblemshavebeenidentifiedbyresearchers

and

educators,andeffectiveprogramsdesignedtocounteract

theproblems.Someofthemorewidelyacceptedcauses

of

readingproblemsarevisionandhearingimpairments,poor

speechandlanguagedevelopment,*poor'generalhealth,

immaturity,alaginreadinesstolearntoread,emotional

maladjustment,poorhomeenvironment,andevenpoor

Defining

Dyslexia

-Oneofthebasicproblemsassociatedwithdyslexiais

use

oftheterm:Earlyresearchersinvestigatingthedisorder

beganto use

"dyslexia,'','word

blindness"andother

wordsto'describe

roan:different

conditionsrelatedto read

. mg

disordersiSomeusedthetermverybroadly,while

t

ersusedastrictor

narr9ivdeOnitioniBecauseofthe.co,nfu.

siOn,manyinvestigatdri.even:reftised.toacknowledgethe

existenceoftherierm;theycoinednewphrases.,andrived

--bfoaderlertslike"reading,disorders"torefertodyslexic

conditions:

Progressinreadingresearchsuffered-tremendously

fromthisconfusio.Vastamountsofdatawere

collected

whichprovedtobe'oflittlealseinadvancingtheknowledge

of'dyexia..Differingtestingmethods,experimental.proce

.durecontrolgroups,andresearch`objectives.were.dne

in

., largeparttodifferentinterpretationsofdysloia,Andhe-

cause

theearly

research.varied sogreatly,

muchcif itwas

incomparable;

onepiece

ofevidencecouldnotbeusedasa

steppirigstoneforfurtherreseara

Asmoreknowledgeaccumulated,thetermdyslexia

,begantotakeonamorespecificdefinition,Todiy.edticatol's

generallyagreethatthereisAbroadrangeofreadingprob

lemsamongschoolchildrenfor.whichspecificcauseshave

been,ideptified,Butthereretrain

a srua4rgroupofchit-

(Jun:whohav(difficuli

learningtoread:,for

no

appareint

reason:Thesechildrenare

calleddyslexic:

Anotherproblem idle broadscopeofthetermdys-

lexia,,SineeitreferstoallreaangprOblemsofanundeter-

'minednature,it isunlikelythatthereisjustonecause;and

vonetype.ofdyslexia.AnexaminationofthesyMploMs-of

dyslexiashowererrorsinawiderangeofskills,fromidenti-

ficationofsimplecombinationsof-letterstocomprehension

andretentionofmaterialthathasbeenread.Asthecauses,.

-----of-dyslexia.,are.-identifiedtheywillprobablybeeliminated.

fromthecategoryofdyslexiaandterriiedspeciffureading-----

diWders Inthisway_, thetermdyslexiashould-become

increasinglynarrowinscopeuntiltherewon'tbeaneedfor

thetermbecauseallcausesofreadingdisorderswillhave

beenidentified.

Butuntilweknowthe-howandwhyofdyslexia,

edu-cators:won'tbesurethattheyarefocusingtheirefforts

intherightfareaorthattheyaren'twastingtheirtimeona

theorythat n' alid.

lvedinlearningRreadEnglish

knowledgeofthelanguage

itytorecognizeanddiscb§lOa

ters

ability to tilheretobeleft-right

oriel!

wordsandsentences

,ability torecoRniza:theprintedwot

totztl

woial,theletterscontafnedinthemord, itic.fthe

soundsrepresentedtiytheletters

knowled4ofortheTgraphicrulesthat6.t&ides'

thatgovernthesound:symboleorrc.-.!spendeneeof

lettersandwords

recognitionthatwrittenwordsawrepresentations

ofspoken.words

abilitytoreasonandtothinkzthotitwhatis read.

Achildwhocan,respondtoprintedlettersmechan

withoutcomprehendingwhathabeenscannedha

masteredwhatreading is allabout. Ite;.iding isrnore

thanjustidentifyingwordsandpronouncingthemcorreetly.

Afewyoungchildrenhaveamazedreadingexperts with

theirability toflawlesslyreadaloud passages

containin¥

complexwordstheymayneverhaveseenbefore.Burtthese

children,ealledhypedexics,havenoideaof hemeaning(->f

n

n

thewordstheyarereading;The

pronoulcethem,buttheydon'tu

the

candecode

printataveryad

the

havenotmasteredtheskills

ion-Alteultimateaiminreading,

eanrecognizethemand

derstandthei

Although

madlevelf(rtheirage,

volvedinunprehen-

AnoOerImportantfactorin

riding

i

-Whenlisteningorreading,individuals[ism

lyr

essenceofwhatvas

saidorwritten,hu

tenceAvoid

IqrvordiTypicak,kid

mand,repeatvertatirnthelastfeww(

ittheearlier.message

hasalreadylice

reissuedinil'araithrase,Thus

a(rhildwho

andsentenceshitcan'tremember

havegreatdifficultyreading.

memory.

mepherthe

theexactseri-.

Is can,onde=

spokenorread,

absorbedandis

candecodevords

,),/as decodedwill

. 4111.iimismoy.NILmy..Ms.% :71....1,1i.M.L...M....1......

hasedon311arbitraryfigureisreally

notatruecomparison

;(,

Sonoresearchershave

proposedusing

aratio,such

asreadingagedividedbymentalage,io

assessreadingahil

ity!The

useofsucharatiowouldhemoreaccurateand

helpfulincortiparingthereakigdelayofchildrenatdiffer

cotstagesofJeveloptnent.

Becauseadvancedreadingabilities

arcbasedonthe

acquisition,ofmoreelementarythities,

dyslexicchildren

arelikelytoexhihitdifferentsymptomsatvariousstagesof

development.Forexample,the

iourtgerdyslexic,wliois

justbeginningtolearntoread,usuallyhis

troublerecogniz,

ing

ordecodingvordsandsimplephrases.Tileolderchild

nia

havernasteredthislevelofJeveloproent,

butIndsit

hardtocomprehend

orrememberwhatwasread,Anolder

childretardedat

amoreelementarylevelcanstillhavedt

billydecodingNods

aswellasunderstandingwhatisread

SandNam,v1D

oneofthe first

major-re

searchersinthe

areaofdyslexia,identifiedthedyslexicer

rorswhicharemostwidelyknovutoday.These4rrorsin-

cludereversalsinreading(bfordajid

tarfurrat)andthe

omission oradditionofentirewords.Ortonalsostudiedthe

unusutillyhighnumberofdyslexics\kilo. wereleft handvd or

anhideMrous,

orhadtroubledifferentiatingbetweenright

andleft!Thisresearchformedthebasisofthe

theorythat a

neurologicaldysfunction

rniahtbe

arkie ofdyslexia.

7%f

cotiepttialorabstractthitting,,()difiereieiiihandedriess

:andeiepreference(forexample,,

a'dominant,rightpewith

aleft-haudprderence),and((i)general

nervoussysteni

problems,rrauifestedbyawkvardness:and

othermotor di

orders.Experts

notinnifthesecharacteristics

arere

latedtodexiathroughdirect

UNOrindirect.cause,

or

aremerelyincidental

'0it 1,

athoroughin

of

theseabnorniilities,and

ti cdnscientious

atterripttokeep

Inckolthen

inderresearchelicit,couldhelpwave'

thenisieryofdyslexia,

Theinportinceofvell-developa

speechandlian-

pageahiliticsinlearningtoreadhiskenemphasized

re,

pentedlybyresearchersandeducators.

Infact,

toddlers

handicappedbydelaNCIangnge

havebeenpredictedwith

guazingaccoricy

t

rtcourterreadingproblemlater

on.

Parentsandteachersshottid,therefore,

encouragespeech

andlanguageacquisition

4y0110gClilliferi,

Oneofthemostsignificant

aspectsofdyslexiaisthat

itacct

sfro

beetosixtines

moreboysthangirtThis

dispiiro;hascocooraged[il

tro$of[owEchaswhohe

lievethat(tyslexia

stihepassedfrdrnparentiochildtnuiT

likehairand

eyecolor,Additionafsupportforthisheld

comesfrornostudiesof.parentsandsiblingsofliplekicetd.

ken,whichhavefool

a

remarkiblefar61y history

of

reatngdi.sonlers,

PossibleCauses

ofDyslexia

Whenresearchers,cliniciansandreadingauthorities

rstbeganseirchitigforthecauseofdyslexia,theylooLed

for

one

factorastheexcinsivesourceofther'oblem,liow

mostexpertsagreethatanu.mberoffactors

robidblymoor

in

combinationtoproducethedisorder,althoughsonicree

searcbersstillemphasizeonefactorastheiprimarycause,

Althoughimpressiveevidencehasbeenmassedre

.

liltingdyslexiatospecktheories,behaviors,andneurology

ischaracteristics,dyslexiaremainsamystery,Onlyafter

nubmoreeximinientationandresearchwillthedyslexic,

puzzlebesolved,

Pasiblecausesofdyslexiamaybegroupedinto

threebroadcategories:educational,psychologicalandbio-

logical,

,EducauerialCAWS

Inadequateteachingmethods

Achild'sprimarytaskinlearningtoreadistolink

words as heor

heknows.theffi(spokenwqrh)withnys-

terious:'graphic slf

Olds!Alargegroupofepe(lsbelieves

thatthesourceofdyslexialiesintheinethodsusedtoteach

childrenhowtotranslateprintedwordsintorecognizable

sounds,