DYSLEXIA

The perspectives of dyslexia in terms of researches, policy and practice

The perspectives of dyslexia in terms of researches, policy and practice

Introduction

The British Dyslexia association defines Dyslexia as "a combination of abilities and difficulties which affect the learning process in one or more of reading, spelling and writing. (Reid 2001).Dyslexia is of three basic type's visual, phonological and cerebella. Visual Dyslexia is in terms of vision problem that dyslexic children faced. Vision can affect sensory and motor functions as if a child does not see their area of vision does not communicate functions to the brain (Turner, M et.al, 2004, pp.1). Phonological dyslexia deals with individuals having reading difficulties.

Children read aloud for non words. Cognitive neuroscience argued with the concept of the syndrome is inappropriate for cognitive neuroscience. Colt heart and Funnel conducted research regarding surface dyslexia. He has made use of syndrome as a theoretical entity. They also inquired about reading system is linked with right hemisphere, and they are not involved in normal reading system The third area that is a need to be focused is of cerebellar deficit is responsible for coordinating and provide convey messages to the brain. In dyslexia faces reading, writing and spelling difficulties. Dyslexic children face difficulties in learning new skills (Coltheart, M 1996, pp 749-751).

Dyslexia plays a vital role in practice and research. Policy makers have made attention to dyslexia in modern times. United Kingdom government provided support to dyslexia. Dyslexia is associated with genetics. If focus on the children having reading, language and learning difficulties. Many programs have been arranged for understanding and awareness regarding dyslexia. The launch of British Dyslexia Association's dyslexia forthcoming campaign is launched over 10 years ago. They have identified that teachers and parents should know dealing with dyslexics children in classroom activity (Reid, 2011, pp. 1-7).

Discussion

An Overview of Developments in Dyslexia

Nicolson suggested that tremendous progress has been made since 1990 developments have been made regarding dyslexia. A broader framework has emerged for causal explanations and diagnostic aids regarding dyslexia. He also suggested that for policy and practice of dyslexia researchers has enabled censuses of neuro-science, cognitive science and learning theory (Reid et.al, 2004, pp.3). There are three contending perspective of dyslexia they are visual deficit, phonological deficit and cerebella deficit. The phonological deficit is linked with Genetic, Sensory, Motor and psychological evidences. According to him dyslexia is a neurological syndrome, and it affects the development of the brain (Reid, 2011, pp.22).

The Phonological Deficit

Phonological difficulties also called phonological deficit hypothesis. Phonological decoding clearly identifies the difference between dyslexics and non-dyslexics children. Children faced difficulty in distinguishing sounds within verbally presented words. This hypothesis is successful in teaching method that develops skills in grapheme, phoneme translation. Ear syndrome can be the cause of reading difficulties in dyslexics (Reid, 2011, pp.24). Research studies suggest that family interaction can overcome phonological deficit it is also suggested that genetic endowment can be overcome with the supportive environment (Reid et.al, 2004, pp.3).

Research

In 2003, they placed dyslexia into a broader framework with an ...