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The Five Types Of Dyslexia

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Have you ever run into someone that got letters in the wrong place in a word in their mind? There is a condition lifelong diagnosis for the called dyslexia. Dyslexia is all subjects in school from letters in words to numbers on a page. Dyslexia has five different types which each have their own criteria to fit under. In this essay I will be answering dyslexia, symptoms and how it can affect a student’s performance in school. Therefore, dyslexia are founded in the broca’s area of the brain and the broca’s area helps with word recognition. People who are affected by dyslexia rely more on the right hemisphere of the brain because it is focused more on the creative side of life. Dyslexia effects all age groups from kindergarten to old people. …show more content…

In that twenty percent of the population more boys are founded to have dyslexia then girls. Dyslexia is not understanding what the student just read and understanding the sounds of each word. Dyslexic students are more visual type people which means they must see a word to understand how it goes together.
Types of Dyslexia
Furthermore, dyslexia have five subcategories that fall under the topic of dyslexia. The subcategories have the same strength as the whole topic of dyslexia because it zones in each of the issues to understand the student more and how a teacher in the school system can help. First, phonological dyslexia are the inability to read correctly of individual words or even whole sentences. Phonological dyslexia are circled around the inability to sound the different words on a piece of paper to accomplish the classroom assignment. This type of dyslexia can be inherited by the parent or by a lifelong injury such as Alzheimer’s (Bates, 2013).Second comes surface dyslexia which is difficulty in understanding how a whole word is put together to make that specific word. …show more content…

A IEP is where teachers become aware of the strengths and weaknesses of the student which can allow the teacher to understand the best way to teach. The IEP also provides a document showing what specific learning disability which in this case would be a type of dyslexia (Stanberry, 2014). IEP is set up in a way where it presents the level of education, services that need to be provided and goals that are carried out throughout all the quarters. Quarterly or annually meetings are recommended for both the teachers, parents and adults to be on the same page on how to best teach the student. During an IEP meeting the strengths of the student is presented, suggestions on how to best suit your child’s performance in school, and how each of the accommodations are helping benefit the student (Stanberry,

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Ordinarily, most who hear this term believes it means seeing words wrong or reversing letters. Dyslexics ' are categorized as being unable to read, write, or spell (Schmitt & Clemens, 1994, Preface). The literal translation of dyslexia means “impaired words” (Schmitt & Clemens, 1994, p. 142), nevertheless dyslexia stretches far beyond reading and writing, although these are the most obvious handicaps, which Schmitt struggled with daily. Dyslexia causes a person to favor the right hemisphere of their brain than the left hemisphere, therefore “people with congenital or acquired dyslexia often have left-side handicaps that are so severe that most of their mental processes are delegated to the right hemispheres of their brains” (Schmitt & Clemens, 1994, p. 133). The left hemisphere of the brain is normally specialized in taking care of the analytical and verbal tasks, i.e. language skills, skilled movement, and analytical time sequence processing3.

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In the article, Overcoming Dyslexia, Sally Shaywitz, M.D, defines dyslexia in terms of its impact on readers and its causes. One defining factor of dyslexia is a lack of phonemic awareness, which is to have difficulty recognizing that words are made up of separate sounds called phonemes. As a result, individuals with dyslexia struggle to link letters, decode, and identify words. Decoding is demonstrated when a child categorizes words based on the location of their sounds, such as in the example: words that begin with ‘p’: ‘pig’ and ‘pen.’ Before a reader can find meaning in the text, it is crucial that they decode the separate phonemes.

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For instance, the most common disabilities within public schools are learning disabilities, of this category, the most common disability is some type of reading deficiencies or Dyslexia (University of Cincinnati, 2016). While the problem develops early, it can take years before students are able to reach the same level as their peers. A plethora of different approaches to help students with an issue exist, ranging from teaching strategies, reading strategies, and even some technologies. Yet no matter how effective a strategy or assistive technology has been proven to be, it still comes down to the individual needs of the students and their own unique abilities. Just like students with ELL needs, it is important to understand many different types of disabilities, as many solutions can appear to be the same.

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This is a photo montage that introduced how students who have the Dyslexia see when they are reading. Most people do not realize that dyslexia as a disability because it affects the nerves, which people cannot perceive. So the purpose to make this montage was to show my audience what does a dyslexic see in a text. In this way, more people could understand this group of people and see this is as a real disability. People who has dyslexia may be mainly difficulty in reading and writing.

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“Learning disabilities are often grouped into three categories: speech or language disorders; problems with reading, writing, or math skills; and a range of other disorders such as problems with coordination, motor skills, or memory” (“Early Warning Signs of a Learning Disability”). Some of the most common disabilities are Dyslexia, Dysgraphia, Dyscalculia Auditory and Visual Processing Disabilities. Dyslexia is a language based disability in VPK the child usually has trouble possessing words, letters and numbers correctly. Similar to dyslexia dyscalculia, which is a mathematical disability causing someone to have difficulties solving mathematical problems or have difficulties grasping math concepts, solving puzzles or anything else in that nature. Another learning disability in which I previously names is dysgraphia, a disability that prevents someone from being able to write and form letters properly, and could cause trouble writing in a defined space.

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b. Main Point #2 Dyslexia can affect children in many different ways. i. Sub point #1 It can affect them with their learning, most specifically their reading and because it is the basic skill the child is at a disadvantage and they can have trouble keeping up with their peers. ii.

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I have dyslexia and dysgraphia. Learning in the traditional classroom environment is not natural for me. In fact, it is extremely difficult. From a very young age I have had intervention at home to teach me “coping skills”.

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Purpose of study: To compare sight word training and phonics training in children with dyslexia and to determine if different orders of sight words and phonetics have differing effects on reading skills of children with dyslexia

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Dyslexia is recognised to affect approximately ten percent of the United Kingdom population of which 4 percent experience serve difficulties (Department for Education and Employment, 2000). It can also be noted that dyslexia can affect people of all intellectuality and from all social backgrounds, although it has been suggested that boys are more likely than girls to be affected (Pritchard, 2018). Furthermore, the purpose of this essay will be to explore how a mainstream setting can support a young learner with a suspected co-morbid dyslexic difficulty. Pritchard (2018) describes dyslexia as various reading disorders which can be related to a deficit in the ability to understand spatial relationships as well as not being able to realise

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It is generally argued that the difficulties associated with what we call dyslexia are caused by developmental abnormalities. But there is no consensus among experts on a definition of dyslexia – nor is there agreement on its exact causes. There is a way of thinking about dyslexia which helps to understand the complexity. It is known as a “causal modeling framework” (Frith, 1997). This framework, which is widely used, suggests that three levels of description are useful for a better understanding of dyslexia: • Biological (genetics and neurology)

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Despite being the most prevalent learning disability, occurring in 1 out of 5 people, dyslexia occurs on a spectrum. Not everyone is going to experience all the same symptoms. Having dyslexia does not have to prevent you from succeeding in life, be it academically or otherwise. In fact, a lot of prominent figures are reported to have dyslexia.

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This chapter presents a review of literature related to the variables of the study. It is divided into two parts, Part one deals with the theoretical framework focusing on reading difficulties, types of reading difficulties, Dyslexia, different types of dyslexia, characteristics of dyslexic pupils, techniques for teaching dyslexic pupils. It also tackles the multi sensory approach, its principles, content to be taught in multi sensory teaching, strategies and benefits of using multi sensory approach in the classroom. In addition this chapter provides studies related to the present study. Reading difficulties

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Introduction and Outline This essay’s purpose is to highlight how school curriculum is altered in order to include a student with additional learning needs. Every student is unique and for that reason a teacher must differentiate the curriculum to suit the needs of student with a specific learning difficulty. Dyslexia is the learning difficulty which will be examined theoretically and methodically in this essay. This essay will examine the different learning theories of how to engage a child with dyslexia in the classroom.

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I. INTRODUCTION Dyslexia is a language-based learning disability. It is a developmental disorder originating in childhood. It is a neurological condition and one which needs an educational prescription [1]. It is not a disease and can't be completely eradicated but we can mitigate the effects. If not suppressed, invalidated or destroyed by parents or the educational process, the children will have two characteristics:

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iii. Empirical literature review Dyslexia is the result of a multitude of factors such as environmental, genetic, behavioral and biological. Twin studies have shown a high genetic influence in development of dyslexia. Mothers who are dyslexics were more likely to have children who will also be with dyslexia. Environment of the child will also have an impact on the development of this disorder.

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