Reading, Writing and Learning Disorders in Dyslexic Sufferers

Introduction: Throughout the past few years, numerous studies have concentrated on the knowledge of secondary school teachers regarding certain learning difficulties – such as dyslexia. These studies indicate that teachers do not, in fact, have sufficient knowledge about dyslexia as well as that are not properly trained to teach students with difficulties in reading and/or spelling. This study focuses solely on a specific learning difficulty-dyslexia that is, for the most part, related to literacy skills (e.g. reading, spelling). Purpose: The purpose of this thesis is to investigate the knowledge of secondary education teachers within our country regarding dyslexia. Method: A non-experimental design to answer questions of this study was used. The set of questions was based on information from existing literature and was handed out to 70 teachers of several specialties through the internet. Data was analysed using IBM SPSS Statistics Software (version 25) for questions about the teachers’ profile (Questions 1-6) and questions that were about a teachers' knowledge, interventions, and confidence (Questions 7-17). In the matter of knowledge and misconceptions concerning dyslexia, the percentage results were calculated for individual questions and participators’ responses were coded as 0 for every incorrect answer and as 1 for every correct answer in order to measure each participant's general knowledge score using SPSS. The obtained data was encoded in nominal data and analyzed by using the construction of CrossTabs, so as to determine if there were elements thatcontributed to higher levels of confidence in teachers in teaching of dyslexic students. In this way, the relationship between the variables was closely inspected. Results: Analysis of the results showed that more than a bisection of Greek teachers (56.9%) believe that symptoms of dyslexia appearing during infancy (3-6 years), while only 37.7% opted for the ages from 7-9 years, where dyslexia becomes in fact evident as students come into contact with reading and writing. While a percentage (68.6%) of the participants were aware of the fact that dyslexia was more common in boys than in girls, 31.4% responded either incorrectly or declared that they did not know about the sex proportion. Additionally, 71.4% of secondary teachers thought it likely that dyslexia is actually not inherited, while almost half of them (52.9%) knew that dyslexia manages to exist in every part of the spectrum of mental capabilities. The remaining percentage (47.1%) either stated that they did not know or falsely claimed that students with dyslexia had higher intelligence. On top of that, the big majority of responders (97.1%) believed that difficulty in spelling and reading are in fact symptoms of dyslexia, while a very tiny percentage (2.9%) mistakenly stated that low intelligence and visual impairments are legitimate symptoms of dyslexia. At a rate of (77.1%), those participants correctly replied that dyslexia happens to be, indeed, a lifelong condition, while the percentage of 22.9% represent those who answered falsely. Moreover, the majority of respondents (94.3%) knew that dyslexia does co-exist with other difficulties. Most of them (64.3%) supported that they only have a brief knowledge of dyslexia, while others (21.4%) answered that they have very limited knowledge, and ultimately with 14.3% of them answered that they have a quite great knowledge concerning dyslexia. The majority of teachers (60%) answered that they felt that they are relatively ready to teach students with dyslexia, very small percentage (5.7%) of them answered that they do not feel the slightest confidence when it comes to teaching kids with said disorder. Ultimately, the majority (81.4%) of teachers use different interventions and various strategies in the class so as to help students that have dyslexia, as well as the majority of teachers (51.4%) answered that the methods or intervention programs they use can be extremely effective and helpful. A minority of participants (1.4%) support that their methods are, in fact, not effective at all. Discussion: The present study shows that the comprehension of dyslexia by teachers in Greece does vary significantly, as there are a lot of gaps, and misinterpretations regarding their knowledge about dyslexia. The results also showed that teachers are not properly trained about the application of creative methods and/or intervention programs for a more effective educational program for students with dyslexia.

Developmental dyslexia is a general term for various kinds of impairments in reading. More than 10 types of developmental dyslexia have been identified, each resulting from a deficit to a different stage in the reading process. The different deficits give rise to different patterns of errors in the various dyslexias and to different types of words that cause difficulty in reading. In this article we present types of developmental dyslexia that we have identified in Arabic, and survey their main characteristics, focusing on the unique properties of the Arabic orthography and their interaction with the manifestation of the various developmental dyslexia types. We present the patterns of developmental peripheral dyslexias, dyslexias that result from impairment at the orthographic-visual analysis stage, and of central dyslexias, which result from impairments at later stages. Within the peripheral dyslexias, we focus on the manifestation in Arabic of letter position dyslexia, which is caused by a deficit in letter position encoding and which results in letter position errors; on attentional dyslexia, a deficit in the attentional window in reading, which results in migrations of letters between words; on visual dyslexia, a deficit in the orthographic-visual analyzer that causes letter omissions, additions, substitutions, and migrations; and on left neglect dyslexia, a disorder that leads to visual errors only on the left side of words. We then report and discuss the manifestation of central dyslexias in Arabic: surface dyslexia—a deficit in the lexical route that causes reading via the sublexical route; vowel dyslexia—a selective impairment in vowel processing in the sublexical route that causes impaired reading of vowel letters; and deep dyslexia—a deficit in the sublexical and lexical routes, which causes reading via the comprehension of the word and leads to semantic and morphological errors. All but one of the dyslexias described here are reported for the first time in Arabic.

Changing concepts of dyslexia: nature, treatment and comorbidity

A 77-Kilobase Region of Chromosome 6p22.2 Is Associated with Dyslexia in Families From the United Kingdom and From the United States

Defining Dyslexia

This study investigated students' difficulties in reading academic texts at a private university in Indonesia. This study aims to investigate students' difficulties in reading academic texts along with its causes, constructive solutions, and effectual recommendation. This study applied qualitative research method specifically case study design. Data were obtained from observation and interview. The data were analyzed using thematic analysis. The participants of this study were fourth-semester students of the English Education Study Program. This study revealed students' difficulties in reading academic text at a private university in Indonesia were: limited vocabulary; unfamiliarity of academic words, readability problem; complexity of academic text structure, lack of reading fluency; difficulty of understanding function word, and inadequate use of reading strategies; insufficient use of skimming and scanning. It was further investigated the students' difficulties in reading academic texts were significantly caused by limited vocabulary knowledge, specifically limited academic vocabulary mastery. The findings derived from this study underscore the critical need to address students' difficulties in academic reading. This study emphasized the importance of equipping students with academic vocabularies lesson or assistance and implementation of metacognitive-based reading strategies to overcome students’ difficulties in reading academic text for better and successful academic reading skill and achievement.

There is increasing evidence that biochemistry, genetics and cognitive deficits play a part in the etiology of devel- opmental dyslexia (DD). The developmental dyslexia\reading disability (RD) that is part of a larger heterogeneo us group of learning disorders, and characterized by unexpected problems in academic performance, despite average intelligence. However, controversy still surrounds both the identification and man agement of this condition, and while its etiology is recogni zed as being complex and multifactorial, yet little progress has b een made in elucidating predisposing factors at the biological level. The purpose of this review is to explore the possibility of dyslexia that falls within biochemical and cognitive spectru m of disorder. Based on the biochemical evidence, there is a necessity for further research into the role of fatty acids in dev elopmental dyslexia that contributed with an abnormal metabolism of HUFA in fetal brain development, or the maintenance of normal brain function. Currently, the molecular geneticists have been seeking to identify the actual genes underlying developmental dyslexia. Nine loci were found to be associated with susceptibility to dyslexia (DYX1 to DYX9). Those have contained important four candidate genes associated with dyslexia that would aid in distinguishing between children whose reading problems are caused primarily by cognitive deficits with biological origin. Acc ordingly, the cognitive deficits of dyslexia will be present ed in the domains of phonological, auditory processing, visual, magnocellular and automaticity/cerebellar deficit theories. Understanding the biochemical and cognitive basis of dyslexia may help us plan our future research.

Children with learning difficulties suffer from working memory (WM) deficits. Yet the specificity of deficits associated with different types of learning difficulties remains unclear. Further research can contribute to our understanding of the nature of WM and the relationship between it and learning difficulties. The current meta-analysis synthesized research on verbal WM and numerical WM among children with reading difficulties (RD), children with mathematics difficulties (MD), and children with reading and mathematics difficulties (RDMD). A total of 29 studies subsuming 110 comparisons were included. Results showed that compared to typically developing children, all learning difficulty groups demonstrated deficits in verbal WM and numerical WM, with RDMD children showing the most severe WM deficits. MD children and RD children showed comparable verbal WM deficits, but MD children showed more severe numerical WM deficits than RD children. Neither severity of learning difficulties nor type of academic screening emerged as a moderator of WM deficit profiles. Although the findings indicate the domain-general nature of WM deficits in RD, MD, and RDMD children, the numerical WM deficits of children with MD and RDMD may reflect the domain-specific nature of WM deficits.

This research has a background where students experience reading difficulties in class III. This research aims to This research is based on the problems of students who experience reading difficulties in class III. This research aims to determine teachers' strategies for dealing with students' learning difficulties as indicated by descriptive research. Data collection uses observation, interview and documentation techniques. There are two sources of data in this research, namely primary and secondary. Primary data sources are three students and one homeroom teacher. Secondary data sources are interview transcripts and photographs. The data analysis techniques used are data collection, data reduction, data presentation and drawing conclusions. The results of this research show the class teacher's strategy in dealing with students' difficulties in learning to read by providing additional hours for students who cannot read by using an individual approach. In this way the teacher can interact directly with students who have difficulty reading, in this case the teacher always pays attention to the students. one student with another in the hope that the strategy used is successful or not. It can be concluded that teachers must prepare more interesting strategies so that students are interested in learning in the classroom and outside the classroom. Teachers must have the competence to recognize, understand the characteristics and needs of students.

The present study aimed at investigating the effectiveness of working memory training on reading difficulties of students with reading disorder. The design of this study was experimental with a pretest-posttest design and a control group. The statistical population consisted of all elementary school children with reading disorder, who had attended counseling centers of Tehran Education Department in the spring of 2017. Then, these students were randomly assigned to two groups of 15 (one control group and one experimental group) and the intervention program of working memory training was performed on the experimental groups over a period of 10 sessions, with each session lasting for half an hour. Both Simple Random Sampling and Convenience Sampling methods were applied. To measure reading difficulties, WISC- R (3rd edition) and Reading and Dyslexia Test (NEMA) were used. The obtained data were analyzed using the statistical method “Covariance Analysis”. The results of Covariance Analysis showed that working memory training intervention is effective on all sub-components of Reading and Dyslexia Tests (p <0.01), with its greatest impact being on picture naming, sound elimination and category mark. Accordingly, it was concluded that the experimental group`s interventions based on working memory training, as a useful intervention method, can be effective on reducing reading difficulties of students with learning disorder, and can be applied as a complementary exercise to reduce reading difficulties among this group of students.

This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately for numeracy (HNE) and literacy (HLE) while their children were 2.5 years old and again while they were 5.5 years old. The results revealed both within-domain and cross-domain associations. Parents’ mathematical difficulties (MD) and reading difficulties (RD) and home numeracy environment predicted children’s numeracy and literacy skill development within and across domains. An evocative effect was found as well; children’s skills in counting, number sequence knowledge, number symbol identification, and letter knowledge negatively predicted later home numeracy and literacy activities. There were no significant indirect effects from parents’ RD, MD, or educational level on children’s skills via HLE or HNE. Our study highlights that parental RD and MD, parental education, and the home learning environment form a complex pattern of associations with children’s numeracy and literacy skills starting already in toddlerhood.

This paper deals with developmental dyslexia and the influence reading disabilities exert over the process of foreign language learning, placing a special emphasis on development of reading skills in Spanish as a foreign language. While trying to explain the aetiology of developmental dyslexia, one usually starts with cognitive reading processes and various reading disorder manifestations which depend on the characteristics of a foreign language. Reading disabilities are also observed in the context of a predominant communication-oriented language teaching paradigm. Further, and starting with the approaches to reading disorders applied nowadays, the elaborated exercises are oriented towards an additional stimulation of phonological, morphological, syntactic and orthographic awareness in learners of Spanish whose first language is Croatian.

Deaf and Hard of Hearing (DHH) children show difficulties in reading aloud and comprehension of texts. Here, we examined the hypothesis that these reading difficulties are tightly related to the syntactic deficit displayed by DHH children. We first assessed the syntactic abilities of 32 DHH children communicating in spoken language (Hebrew) aged 9;1–12;2. We classified them into two groups of DHH children—with and without a syntactic deficit according to their performance in six syntactic tests assessing their comprehension and production of sentences with syntactic movement. We also assessed their reading at the single word level using a reading aloud test of words, nonwords, and word pairs, designed to detect the various types of dyslexia, and established, for each participant, whether they had dyslexia and of what type. Following this procedure, 14 of the children were identified with a syntactic deficit, and 15 with typical syntax (3 marginally impaired); 22 of the children had typical reading at the word level, and 4 had dyslexia (3 demonstrated sublexical reading). The main experiment examined reading aloud and comprehension of 6 texts with syntactic movement (which contained, e.g., relative clauses and topicalized sentences), in comparison to 6 parallel texts without movement. The results indicated a close connection between syntactic difficulties and errors in reading aloud and in comprehension of texts. The DHH children with syntactic deficit made significantly more errors in reading aloud and more comprehension errors than the DHH children with intact syntax (and than the hearing controls), even though most of them did not have dyslexia at the word level. The DHH children with syntactic deficit made significantly more reading errors when they read texts with syntactic movement than on matched texts without movement. These results indicate that difficulties in text reading, manifesting both in errors in reading aloud and in impaired comprehension, may stem from a syntactic deficit and may occur even when reading at the word level is completely intact.

Problem statement: Developmental Dyslexia (DD) or Reading Disability (RD) that was part of a larger heterogeneous group of learning di sorders and characterized by unexpected problems in academic performance, despite average intelligence. Approach: Current opinions on the biological basis of dyslexia pointed to problems with phonolog ical processing deficits with resulting poor phonemic awareness. Though there was much support for this hypothesis in the scientific literature, there remained an ongoing debate as to whether the core deficit was in fact a more general information processing problem that involves phonological aware ness, phonological short-term memory, phonological re/de-coding (Rapid Automatized Naming, RAN). Results: Also double deficit hypothesis proposed that the dyslexic children impa ired in word-identification accuracy or exhibiting slowly word decoding profile. Conclusion/Recommendations: The aim of this review was to present some of the most exciting researches on DD in the d omains of phonological deficit theory that those will help future studies to follow.

When one or both parents have a history of developmental reading disorder (RD) in childhood, the risk to their offspring for developing reading problems is substantially increased. However, risk research has usually assumed a stability of reading problems across the lifespan (i.e., if a parent was affected in childhood, he or she remains affected in adulthood). Yet, some individuals with RD in childhood compensate for the disorder as they grow older. Both an environmental and genetic hypothesis would predict that the risk for RD in offspring will vary as a function of parental compensation. This study examined whether risk to offspring was dependent on the parents' successful or unsuccessful compensation for their childhood reading problems. Two large family data sets were analyzed (N=907). Diagnoses with either an age discrepant or IQ discrepant criteria essentially showed that having at least one still affected parent (i.e., RD both as a child and as an adult) put the offspring at a higher risk for RD than having at least one compensated parent (i.e., RD as a child but not as an adult). The lowest risk to an offspring occurred when both parents were never affected (i.e., not RD as a child or as an adult). The implications of these findings are discussed with regard to counseling and early diagnosis of reading problems.