Dyslexia

= Dyslexia = Also often referred to as developmental reading disorder or “learning difference,” dyslexia is caused by a difference in brain structure from birth, which is most often hereditary. As information is intercepted and travels between the brain and senses it somehow is manipulated. Dyslexia does not affect one’s intelligence level though it can affect the way one learns and expresses information and understanding. According to the Dyslexia Research Institute, 10-15% of the US population has dyslexia, but only 1 out of 20 are recognized and receive treatment.

In the late 19th century, those with the condition now known as dyslexia were often described as having congenital word blindness. At this time, there was a growth of scholarly interest towards those who, despite their apparent intelligence, struggled with literacy. In 1895, a British researcher named James Hinshelwood published his articles on verbal memory and word blindness. He believed that the reading defect involved the acquisition and storage of the visual memory of letters and words. He also posited that in place of the natural processing of letters, dyslexics use an auditory system to translate letters to visual memory. Dyslexic learners initially use a sound or analytical coding system, and eventually attach meaning to written words. Hinshelwood, therefore, argued that most teaching methods are inappropriate for dyslexics. He suggested that, instead, a phonetic approach should be used, which allows the reader to use auditory memory to form words.

**Summary of Relevant Research**
Individuals with dyslexia may have trouble decoding what they are reading particularly with the orders of letters. There is a significant difference between reading comprehension and listening comprehension. Those with dyslexia may have trouble spelling and with their handwriting. Dyslexia has been found to run in families. Though dyslexia affects people throughout their life the symptoms may change. The severity of these symptoms vary from person to person.

Possible Symptoms of Dyslexia in Childhood:** -Difficulty expressing thoughts -Delayed learning of tasks such as tying shoes and telling time -Inattentiveness and distractability -Left-Right Confusion -Difficulty learning the alphabet, multiplication tables, words or lyrics -Difficulty learning to read -Mixing the order of numbers and letters
 * Characteristics:

-Often slower-paced readers -Difficulty remembering names -Possible difficulty retrieving appropriate words in speech -Trouble organizing ideas to write a letter or paper -Challenged with correct spelling -Possible difficulty remembering phone numbers
 * Possible Symptoms of Dyslexia in Adolescence and Adulthood:**

Early diagnoses for individuals with dyslexia lead to better rates of success within school. It is helpful to those with dyslexia to have quiet areas with comprehension questions and to use books on tape. It is best to adjust teaching strategies and educational environments to accommodate individuals with dyslexia. Ideally, planning between the teachers and parents will strengthen any of the strategies used at school and home.
 * Treatment:**

The International Dyslexia Association explains that the rights of individuals with dyslexia under the law (Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act) require specialized academic services to help individual student learning needs.

To check out the myths of dyslexia follow this link: http://www.dyslexiacenter.org/ar/000043.shtml

**Effective Strategies**
(including Dyslexia and Dysgraphia) • Use plenty of examples, oral or otherwise, in order to make topics more applied. • Use straightforward instructions with step-by-step unambiguous terms presented one at a time. • Write legibly, use large type; do not clutter classroom or museum space with non-current/non-relevant information. • Use props to make narrative situations more vivid and clear. • Use visual tools such as charts and graphs to deal with abstract concepts. Paraphrase and present them in specific terms, and sequence and illustrate them with concrete examples, personal experiences, or hands-on exercises. • Have frequent question-and-answer sessions for students with learning disabilities. • Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

The International Dyslexia Association — http://www.interdys.org/ // "The International Dyslexia Association (IDA) is a non-profit organization dedicated to helping individuals with dyslexia, their families and the communities that support them. We are the oldest such organization in the U.S. serving individuals with dyslexia, their families, and professionals in the field. We number some 11,000 members–60% in the field of education and 20% are individuals with dyslexia or parents of children who are dyslexic." //

**References, Resources, and Links Summary of Relevant Research **

 * ===** The International Dyslexia Association: http://www.interdys.org/ **===
 * ===** Learning Disabilities Association of America: http://www.ldanatl.org **===
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 * ===** http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm **===
 * ===** http://www.interdys.org/ewebeditpro5/upload/Basics_Fact_Sheet_5-08-08.pdf **===
 * http://www.macalester.edu/psychology/whathap/ubnrp/dyslexia/hist1.html
 * http://disabilities.suite101.com/article.cfm/the_early_history_of_dyslexia_research
 * Inclusion in Science Education for Students with Disabilities: http://www.as.wvu.edu/~scidis/learning.html#sect7
 * (Main Intro - front page)
 * Gabriel, Paul. //Learning Disabilities in Museum Visitors.// http://www.experienceology.com/downloads/gabriel_learning_disabilities.pdf
 * National Center for Learning Disabilities: http://www.ncld.org/ld-basics
 * CDC: http://www.cdc.gov/ncbddd/dd/ddmr.htm