Abstract
We propose to researchers, educators and professionals a discussion which contributes to a growing body of research questioning how dyslexia and reading challenges have been researched, diagnosed and remedied. Also included is a discussion for educators and researchers including questioning the definitions of dyslexia, how educators could view dyslexia against mainstream opinions, the place of culture, language, and multisensory teaching. Two literature reviews and a pilot study are briefly described to provide the initial grounds and design to propose an alternative approach to growing our understanding and studying the connections between training non-language-based (NLB) skills and the improvement of language-based skills in students with reading disabilities. Scarce data and literature exist that effectively connect the two domains. Yet, there is some evidence that implementing NLB trainings has had transforming effects on language-based (LB) skills and effected broader benefits to students’ cognition. Findings show a lack of studies of NLB skills, study designs that ignore these skills and their developmental trajectories, and a mixed result of training effects. Suggestions are made for educators and researchers to further investigate potential effects of NLB training in reading challenged individuals within this framework.
Highlights
Students diagnosed with dyslexia (RD) who are enrolled in higher education seem to choose to major in STEM and typically people-oriented career fields (Gottfredson and Finucci, 1985; Adelman and Vogel, 1990; Fink, 2002; Taylor and Walter, 2003)
No training has been found that supports NLB skills separately or alongside regular remediation/support programs
These programs are said to be completely or partially “multisensory.” That being said, we found that none of these programs effectively help struggling readers to practice NLB skills either separately or in combination with LB tasks
Summary
Students diagnosed with dyslexia (RD) who are enrolled in higher education seem to choose to major in STEM and typically people-oriented career fields (Gottfredson and Finucci, 1985; Adelman and Vogel, 1990; Fink, 2002; Taylor and Walter, 2003) This may be by choice to be in an environment that requires less intense use of cognitive energy to frequently read or use language-based (LB) material, or by natural ability that may lead RDs to present some unique skills in processing non-language-based (NLB) tasks (Gilger et al, 2013; Trebeau-Crogman, 2018). These tasks include cognitive strategies (e.g., discriminating pattern frequencies, encoding, remembering, transforming, matching attention, or creativity), and expand to include VS dynamic versus static VS tasks and navigation as in 3D space and virtual environments (Uttal et al, 2013; Newcombe and Shipley, 2015; Gilger et al, 2016)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
