Dyslexia The Argument Continues
12/02/2013
Dyslexia; The argument Continues
There are several definitions for dyslexia. In the US, the International Dyslexia Association, dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Living with Dyslexia 2nd edition by Barbara Riddick Page 5-6. Yet another definition published in Dyslexia by M. Snowing (2000); Dyslexia is a specific form of language impairment that effects the way in which the brain encodes the phonological processing and stems from poorly specified phonological representations. Dyslexia specifically affects the development of reading and spelling skills but its effects can be modified through development leading to a variety of behavioral manifestations page 213-214. Psychologists and Teachers don’t seem to agree on what the actual definition of dyslexia is or how to properly teach children with dyslexia.
Dyslexia is often referred to as SpLD, specific learning difficulty. Educationalist argue that children have difficulties that overlap more than one category or have difficulties that do not seem to fit any of the familiar categories. Dyslexia is a complex syndrome which varies from person to person with not all indicators present in all individuals, as stated in Dyslexia by Barbara Riddick, Judith Wolfe, and David Lumsdon.2002.
It is for this reason that dyslexic children are not being taught appropriately. The new policies in place in the educational system today, allow for dyslexic children to be passed from grade to grade without knowing how to read. This causes these children to have a lower self-esteem than other children. They often feel that they are “stupid” or inferior. This causes many issues as they move into their adult lives. The
Dyslexia; The argument Continues
There are several definitions for dyslexia. In the US, the International Dyslexia Association, dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Living with Dyslexia 2nd edition by Barbara Riddick Page 5-6. Yet another definition published in Dyslexia by M. Snowing (2000); Dyslexia is a specific form of language impairment that effects the way in which the brain encodes the phonological processing and stems from poorly specified phonological representations. Dyslexia specifically affects the development of reading and spelling skills but its effects can be modified through development leading to a variety of behavioral manifestations page 213-214. Psychologists and Teachers don’t seem to agree on what the actual definition of dyslexia is or how to properly teach children with dyslexia.
Dyslexia is often referred to as SpLD, specific learning difficulty. Educationalist argue that children have difficulties that overlap more than one category or have difficulties that do not seem to fit any of the familiar categories. Dyslexia is a complex syndrome which varies from person to person with not all indicators present in all individuals, as stated in Dyslexia by Barbara Riddick, Judith Wolfe, and David Lumsdon.2002.
It is for this reason that dyslexic children are not being taught appropriately. The new policies in place in the educational system today, allow for dyslexic children to be passed from grade to grade without knowing how to read. This causes these children to have a lower self-esteem than other children. They often feel that they are “stupid” or inferior. This causes many issues as they move into their adult lives. The