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Dyslexia Dyslexia Introduction All too often children are labeled as slow or stupid; they are put aside into special classes for the slower kids and looked down upon by the smarter kids. Teachers and parents look at them in disappointment for the great potential they once saw in their childs eyes has gone to waste. Many teens that now believe that their stupidity is a truth were once as young children, praised for their quick learning and brightness. There must be an explanation for this children and others concerning learning disorder called dyslexia. From our point of view, dyslexia is the most interesting type of reading problem because the factors underlying its etiology have proved to be very elusive. Among many types of researchers interested in reading disabilities there are educators, neurologists, pediatricians, epidemiologists, statisticians, behavioral geneticists, educational psychologists, neuro psychologists, and developmental psychologists are all keenly interested in various types of reading problems.
In discussing reading problems, it is necessary to be somewhat interdisciplinary in focus so we will borrow from related fields as necessary. Our primary focus in this paper will be on definition, development, causes of dyslexia and we will discuss different implications as contrast dyslexia. Definition and Background Dyslexia refers most specifically to the condition of children of average or superior intelligence who are either unable to read or find reading extraordinarily difficult. Common usage and many dictionary definitions refer primarily or exclusively to this aspect of dyslexia great difficulty in learning to read.
However, some neurologists and others find it more useful to employ the term in a broader sense, one that corresponds more closely to the complex and interrelated manner in which different forms of language are processed in the brain. Thus, they would use the term in a broader but more literal sense that is, dys- for difficulty and -lewis for words. Simply, difficulty or trouble with words. (West p. 9) This usage of the term would include difficulty with decoding written symbols into spoken sounds or verbal meaning, but would also include other related problems, such as difficulty recalling names, remembering lines of text, finding the right word, or hesitant or stuttering speech. One problem with the term dyslexia is that many parents and teachers think of it as a medical term, and as a result believe that the child can never learn to read, write, and spell and that the prognosis is hopeless.
We suspect that dyslexic children can be taught to be more effective in reading. However, it may be accurate to assume that the diagnosis is not as good for a dyslexic child as for one who is simply a poor reader. The other problem with the term is that parents and teachers sometimes think of dyslexia as a disease. While dyslexia may be due to some type of abnormality in the brain or in the way the brain processes information, it is not a disease.
In recent years there has been a growing awareness of the existence of these traits among some contemporary public figures as well. Considering the variety and extent of the problems experienced by these historical and contemporary figures, it is perhaps not surprising that similar difficulties are often found among the children of talented professionals, architects, artists, photographers, actors, musicians, film makers, sculptors, athletes, engineers, scientists, radiologists, lawyers, and mathematicians. Due to the complex nature of the problem, and the many different ways in which it manifests itself, it is impossible to find a definition upon which everyone may agree. Nevertheless, several definitions exist which may serve as a starting point. An early definition by Critchley is that dyslexia is a disorder of children who, despite conventional classroom experience, fail to attain the language skills of reading, writing and spelling commensurate with their intellectual abilities. (Augur, p. 75) This raises two main points: what is conventional classroom experience, and how can we prove which level of language skills is commensurate with intellectual ability? This definition was improved upon by Critchley and Critchley (1983): children with specific learning difficulties are those who in the absence of sensory defect or overt organic damage, have an intractable learning problem in one or more of reading, spelling or math, and who do not respond to normal teaching. (Augur, p. 81).
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