MIDTERM EXAMINATION REPORT
MIDTERM EXAMINATION REPORT.
Two Journeys with Dyslexia and Assistive Technology
STUDENT: RONALDO LUIS RODAS JARA羅楠 , SPECIAL EDUCATION 107
PROFESSOR : 佘永吉, PhD.
NOVEMBER 2014
INTRODUCTION
Dyslexia has been around for a long time and has been defined in different ways. For example, in 1968, the World Federation of Neurologists defined dyslexia as "a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities." According to the U.S. National Institutes of Health, dyslexia is a learning disability that can hinder a person's ability to read, write, spell, and sometimes speak. Dyslexia is the most common learning disability in children and persists throughout life. The severity of dyslexia can vary from mild to severe. The sooner dyslexia is treated, the more favorable the outcome; however, it is never too late for people with dyslexia to learn to improve their language skills.
Children with dyslexia have difficulty in learning to read despite traditional instruction, at least average intelligence, and an adequate opportunity to learn. It is caused by an impairment in the brain's ability to translate images received from the eyes or ears into understandable language. It does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence.
Dyslexia can go undetected in the early grades of schooling. Children can become frustrated by the difficulty in learning to read, and other problems can arise that disguise dyslexia. They may show signs of depression and low self-esteem. Behavior problems at home, as well as at school, often manifest. Children may become unmotivated and develop a dislike for school, and their success there may be jeopardized
Two Journeys with Dyslexia and Assistive Technology
STUDENT: RONALDO LUIS RODAS JARA羅楠 , SPECIAL EDUCATION 107
PROFESSOR : 佘永吉, PhD.
NOVEMBER 2014
INTRODUCTION
Dyslexia has been around for a long time and has been defined in different ways. For example, in 1968, the World Federation of Neurologists defined dyslexia as "a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities." According to the U.S. National Institutes of Health, dyslexia is a learning disability that can hinder a person's ability to read, write, spell, and sometimes speak. Dyslexia is the most common learning disability in children and persists throughout life. The severity of dyslexia can vary from mild to severe. The sooner dyslexia is treated, the more favorable the outcome; however, it is never too late for people with dyslexia to learn to improve their language skills.
Children with dyslexia have difficulty in learning to read despite traditional instruction, at least average intelligence, and an adequate opportunity to learn. It is caused by an impairment in the brain's ability to translate images received from the eyes or ears into understandable language. It does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence.
Dyslexia can go undetected in the early grades of schooling. Children can become frustrated by the difficulty in learning to read, and other problems can arise that disguise dyslexia. They may show signs of depression and low self-esteem. Behavior problems at home, as well as at school, often manifest. Children may become unmotivated and develop a dislike for school, and their success there may be jeopardized