DYSLEXIA

Critically examine the theory and practice of the teaching of children and young people with dyslexia

Dyslexia

Introduction

Dyslexia is a learning disability that is caused by a neurological disorder. It is characterized by difficulties in terms of word recognition (accuracy and / or fluid), difficulty in spelling and decoding. These difficulties are the result of lack of the phonological components of language often unexpected given the cognitive skills and appropriate teaching methods applied in the classroom. Secondary consequences may include reading comprehension difficulties and weakness in terms of richness of vocabulary and some knowledge that are directly attributable to lack of exposure to reading. Dyslexia is not the result of a lack of motivation, sensory abnormalities, poor teaching or limiting conditions. However, it can exit with these factors. Although dyslexia is a condition for life, people respond very well to a predominantly appropriate therapy based on the principles of frequency and time. The success of the child in the school may be affected if the problem of dyslexia not treated on time. A number of the creative, imaginative and eminent individuals have dyslexia, but they were successful in achieving their dreams (James, 2004).

Thesis Statement

Multi-sensory and friendly approaches increase self esteem in the dyslexia children.

Discussion

An appropriate educational support provided to the dyslexic individuals, these children can learn to read and write. However, most present argument is regarding the poor reading is due to low IQ. Phonological problems are possesses by all poor readers, there is nothing differentiate with high IQ or low IQ. There are certain theories and practices for teaching of children who are experiencing dyslexia (Mortimore, 2006). These theories and continuous use of these practices help children to overcome their weakness.

The Phonological Theory

This theory related with the impairment of the sound manipulation that affects the auditory memory, word recall, and sound association skills. If a sound is not properly presented, then the child will have a problem in understanding the exact sound be affected accordingly. A substitute of phonological theory is rapid auditory processing theory which state that the problems dyslexia children suffer is with the perception of varying sounds, which affect their performance on auditory tasks that also comprises discrimination of the frequency and temporal-order judgment. Hence, the phonological theory assumed a simple connecting a discrepancy of cognitive and the problem of behavioural. For school child, to be an outstanding student, listening is the most important factors that contribute towards a child success (Stein, 1997).

To communicate in the class, the best way to interact with the teachers, the only thing a child much has is listening skills which lacks in children who are suffering from dyslexia. In the same way, strong bases of language needed when you read. It has been seen in various classes that a child who is very energetic connects these two elements a sound also call phoneme and written sign grapheme. Children who cannot differentiate between “p” and a “b” and when they hear from their teacher they confused which one to ...