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Dyslexia (alternative spellings "dislexia", "dislexiea") refers to any reading difficulty not associated with obvious problems such as bad eyesight. Common dyslexias include the inability to name letters, to read words or sentences, or to recognize words directly even though they can be sounded out. Dyslexia is not limited to reversing the order of letters in reading or writing, as is often implied in popular culture. Most theories focus on nonprimary areas in the Frontal Lobe and the Temporal Lobe . (Galaburda, 1994; Rosenzweig, Lieman, et al., 1996;) Recent studies have linked several forms of dyslexia to genetic marker (Grigorenko, 2001; Grigorenko etal., 1997; Grigorenko, Wood, Meyer, & Pauls, 2000). It is said to be a Neurological Disorder with Biochemical and Genetic markers. Dyslexia was originally defined as a difficulty with reading and writing that could not be explained by general intelligence. One diagnostic approach is to compare their ability in areas such as reading and writing to that which would be predicted by his or her general level of Intelligence . The term was coined in 1884 by R. Berlin Berlin, R. (1884). Uber Dyslexie. ''Archiv fur Psychiatrie'', 15, 276-278.. People are diagnosed as '''dyslexic''' when their reading problems cannot be explained by a lack of intellectual ability, inadequate instruction, or sensory problems such as poor eyesight. DYSLEXIA INTERNATIONAL DEFINITIONS. Dyslexia is widely accepted in the international community as a learning disability. The most widely accepted theories argue that the dyslexic individual has biological traits that differentiate them from other individuals. The World Health Organization (WHO) A disorder manifested by difficulty learning to read, despite conventional instruction, adequate intelligence and sociocultural opportunity. It is dependent upon fundamental cognitive disabilities which are frequently of constitutional origin". ICD-10, The International Statistical Classification of Diseases and Related Health Problems, tenth revision ICIDH-2, The International Classification of Impairments, Activities, and Participation US National Institute of Child Health and Human Development (NICHD) / International Dyslexia Association Defines Dyslexia as a specific learning disability of neurological origin. Characterized with difficulties with accurate and/or fluent word recognition, spelling and decoding abilities. Canadian Government The Government of Canada’s Health Portal links its description to the BC HealthGuide web site using their definition. Dyslexia is defined here with a difficulty with the alphabet, reading, writing, and spelling ins spite of normal to above average intelligence, conventional teaching, and adequate sociocultural opportunity. Dyslexia is thought to be genetic and hereditary. Dyslexia is not caused by poor vision. Dyslexia is diagnosed following psychological and educational tests that determine language and other academic abilities, IQ and problem-solving skills, and is only diagnosed if the reading disability is not a result of another condition. The British Dyslexia Association Dyslexia is a difference in the brain area that deals with language. It affects the underlaying skills that are needed for learning to read, write and spell. Brain imaging techniques show that dyslexic people process information differently.In a report on the House of Lords Dyslexia debate which took place on Wednesday 7 December is now available the Government confirms dyslexia is not a myth. VARIATIONS AND RELATED DISORDERS Dyslexia is a learning disorder. Its underlying cause may be neurological in nature, but from there, the systems involved play out into visual, language, etc. FMRI (Functional Magnetic Resonance Imaging) has been used to demonstrate differences in the dyslexic brain patterns, but much research still needs to be done to apply this information. In addition to the typical forms of dyslexia, there are numerous related disorders:
FACTS AND STATISTICS Between 5 and 15 percent of the Population can be Diagnose d as suffering from various degrees of dyslexia. As previously mentioned, dyslexia can be substantially compensated for with proper therapy, training and equipment. Most researchers agree that there is a fairly even gender balance amongst dyslexics, and that the fact that it is reported more in males is because of selection factors and bias. Dyslexia's main manifestation is a difficulty in developing reading skills in Elementary School children. Those difficulties result from reduced ability to associate visual symbols with verbal sounds. While motivational factors must also be reviewed in assessing poor performance, dyslexia is considered to be an inborn trait and rarely arises from environmental factors after the brain has matured beyond its especially plastic condition during infancy. PHYSIOLOGY AND TREATMENT Only traditional educational remedial techniques have any record of improving the reading ability of those diagnosed with dyslexia Learning Disabilities, Dyslexia, and Vision: A Subject Review A report from American Academy Of Pediatrics reporting the complete lack of evidence for a link between visual problems and learning difficulties. Essentially, coloured lenses and other visual gimmicks and exercises should be avoided according to this report.. There is no evidence that coloured lenses, any visual training, or similar proposed treatments are of any use. Anecdotal reports of success can be explained by other factors. Even a few weeks of intense Phonological Training (often involving breaking down and rearranging sounds to produce different words) can help noticeably improve reading skills. The earlier the phonological regimen is taken on, the better the overall result. Advanced brain scans could identify children at risk of dyslexia before they can even read, although it is thought that simple tests of balance could do the same. It is claimed that many of the underlying causes of dyslexia are of a genetic nature and that there are no cures, only strategies to work around the causes of a persons dyslexia, however these two claims are disputed. It had been believed that keeping a child active, perhaps by giving them housework, or performing physical exercises, would help with dyslexia. However, this is false (Wilsher 2002 - Dyslexia, Volume 8, Number 2, April/June 2002, pp. 116-117(2)). There is no scientific evidence in support of this theory. Researchers studying the brains of dyslexics have found that during reading tasks, dyslexics show reduced activity in the left Inferior Parietal Cortex . It is Anecdotally claimed that it is not that uncommon for dyslexics who have trained themselves to cope with their affliction, to develop uncannily efficient visual memories which aid in reading and comprehending large quantities of information much faster than is typical. Commonly dyslexics show 10 times more brain activity when reading. Sometimes, depending of the type and extent, also writing, listening and speaking. However, increased brain activity is not necessarily a sign of better processing. Conversely, some dyslexics may show a natural dislike of reading and, in consequence, compensate by developing unique Verbal Communication Skills , inter-personal expertise, and leadership skills. In 1979 , anatomical differences in the brain of a young dyslexic were documented. Albert Galaburda of Harvard Medical School noticed that the Language Center in a dyslexic brain showed microscopic flaws known as Ectopia s and Microgyria . Both affect the normal six-layer structure of the Cortex . An ectopia is a collection of Neuron s that have pushed up from lower Cortical Layers into the outermost one. A microgyrus is an area of cortex that includes only four layers instead of six. These flaws affect connectivity and functionality of the cortex in critical areas related to Auditory Processing and Visual Processing . These and similar structural abnormalities may be the basis of the inevitable and hard to overcome difficulty in reading. A nother study regarding Genetic regions on Chromosome s 1 and 6 have been found that might be linked to dyslexia. Presenting the argument, dyslexia is a conglomeration of disorders that all affect similar and associated areas of the cortex. Some studies have concluded that speakers of languages whose Orthography has a strong correspondence between letter and sound (e.g. Korean and Italian ) have a much lower incidence of dyslexia than speakers of languages where the letter is less closely linked to the sound (e.g. English and French ). News Briefs: Scientists Say Severity of Dyslexia Depends on Language Characteristics Ronald D. Davis places forth the argument that most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency. Symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health. This may vary according to which of the suggested underlying causes of dyslexia affect the individual dyslexic dyslexic. 37 Common Characteristics of Dyslexia © 1992 by Ronald D. Davis. General
and emotional about school reading or testing.
Vision, reading, and spelling There is no scientific evidence that a relationship exists between reading failure and perceptual ability or that visual training provides effective treatment. {Link without Title} . Hearing and speech
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Math and time management
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PUBLIC SUPPORT In the United States , Canada , New Zealand and in the United Kingdom , some people say that there is a lack of adequate support and a general lack of interest in the learning disabilities of children in public schools. This has recently led to legal action by private parties against public schools in the United States and state schools in the United Kingdom. In English Law , the recent case of ''Skipper v Calderdale Metropolitan Borough School'' (2006) EWCA Civ 238 the Court Of Appeal applied ''Phelps v London Borough of Hillingdon'' (2001) 2 AC 619 as the landmark case on the failure to diagnose dyslexia (see Duty Of Care In English Law ), and to hold that the appellant could pursue her claim against her school for humiliation, lost confidence, and lost self-esteem, and for loss of earnings following its failing to diagnose and treat her dyslexia despite the fact that, as Latham LJ. says at para 29: :"The extent to which her dyslexia could have been ameliorated or provided for will always remain uncertain, as will the extent to which that would have affected her performance in public examinations; the evidence that we have includes material to suggest that she, not surprisingly, reacted adversely to the break-up of her parents marriage when she was 15, in other words at a critical time in her education. Whether any improvement in her examination results would have led to her life taking a significantly different course will also be a matter for some speculation." Some charitable organizations like the Scottish Rite Foundation have undertaken the task of testing for dyslexia and making training classes and materials available for teachers and students. [http://www.glmasons-mass.org/Grand_Lodge/family/srcentr.htm [http://www.austinscottishrite.org/srcharity.html] In England And Wales , the failure of schools to diagnose and provide remedial help for dyslexia following the House Of Lords decision in the case of Pamela Phelps has created an entitlement in students with dyslexia in Higher Education to receive support funded via the Disabled Students Allowance. Support can take the form of IT equipment (software and hardware) as well as personal assistance, also known as non-medical helper support. Dyslexic students will also be entitled to special provision in examinations such as additional time to allow them to read and comprehend exam questions. The British Disability Discrimination Act also covers dyslexia. "In some cases, people have 'coping strategies' which cease to work in certain circumstances (for example, where someone who Stutters or has dyslexia is placed under stress). If it is possible that a person's ability to manage the effects of the impairment will break down so that these effects will sometimes occur, this possibility must be taken into account when assessing the effects of the impairment." Many doctors and teachers diagnose students with Attention Deficit Disorder rather than dyslexia. Of all the conditions that can mimic, mask or co-exist with ADD, dyslexia is probably the most well known. It is also one of the most misunderstood. Dyslexia is a learning disability that affects 17-20% of school age children according to the Department of Health, Education and Welfare. Like ADD, the dyslexic mind functions differently than others. Dyslexic children, like ADD children, tend to be above average intelligence, if not gifted. But they have specific difficulties with words. They have difficulty recalling words, even words they are familiar with. They also have difficulty with sequencing. Letters and syllables can become inverted (like "aminal") as can entire words. ("Come here over.") The child may have trouble distinguishing between the letters "b," "d," "q" and "p." CONTROVERSY "The Dyslexia Myth" is a documentary that belongs to the Dispatches series, produced by British broadcaster Channel 4 [http://www.channel4.com/news/microsites/D/dyslexia_myth/dyslexia.html . First aired in September 2005, it claims to expose myths and misconceptions that surround dyslexia. It argues that the common understanding of dyslexia is not only false but makes it more difficult to provide the reading help that hundreds of thousands of children desperately need. Drawing on years of intensive academic research on both sides of the Atlantic, it challenges the existence of dyslexia as a separate condition. BIBLIOGRAPHY
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