Dyslexia By Darrah Baden EDU-214 Dyslexia is defined as a learning disability, or difficulty (my new found insight) associated with

word disorders. It is the most prevalent of learning disabilities. It affects millions of children and adults about 15 , and it appears in all languages. !tudents with Dyslexia don"t have trouble seeing language but have trouble manipulating it. It has been described by #he International Dyslexia $ssociation as a learning disorder in neurological origin. #hese neurological disorders can ma%e it difficult to ac&uire certain academic s%ills. #hey are not the result of la'iness or poor intelligence. $s a matter of fact some benefits of people with dyslexia are often highly creative. #hey are excellent at solving pu''les and can easily grasp new concepts. Dyslexia originated in the late 1())"s when De*une and +astian (researchers) found a variety of neurological problems in their patients associate with their reading problems. It was identified in 1((1 by ,swald +er%ham. #he term dyslexia was connected in 1((- by .udolf +erlin when he did a study with a boy who was typical and in aspects besides reading and writing . Dyslexia varies from mild to severe. $ccording to a /ale study 1 out of 5 people suffer from dyslexia. 0ost people with dyslexia have problems identifying the separate speech sounds within a word. #hey also have problems learning how letters represent those sounds, which leads to reading difficulties. It affects information processing in the part of the brain that controls language. 1ontrary to what has been reported Dyslexics don"t see words bac%wards. #he difficulty with reversals are caused by deficits in interpreting left and right. ,ther signs and

symptoms could be, but not limited to, trouble with spelling, learning to spea%, memori'ing math number facts, organi'ing written and spo%en sounds. Dyslexia is a lifelong condition. #o ensure the proper diagnose with the student progress, it is important to identify if the student is progressing at a 2benchmar%3 level for reading success. If the student is below the benchmar%, which is said to be e&uivalent to the 4)th percentile nationally, the school can instruct intensive and individuali'ed reading instruction. 5arly intervention is beneficial to the student. #he good news is with proper help many people with Dyslexia can learn to read and to write. 5arly identification and persistent treatment is %ey. !chools with the help of teachers and family support can implement accommodations and modifications to help the student succeed .#eaching !trategies could include one on one help to ensure achievement at the child"s own pace. #he child should be instructed by a systematic and explicit methods. Involving all the senses at the same time, hearing, touching, seeing. 6iving the student more time, reading tests out loud and giving fewer steps and directions. #he main focus should be to modify the teaching methods to meet the specific needs of each student with dyslexia. #he Individuals and Disabilities 5ducation $ct 7))4 (ID5$), !ection 5)4 of #he .ehabilitation $ct of 18-9, and the $mericans with Disabilities $ct and maybe possible n($1#) define the rights of students with dyslexia. $ll these individuals are legally entitled to special services to help accommodate and overcome their learning problems. #he :ational Institute of :eurological Disorders and !to%e are doing research on increasing the understanding of biological and maybe possible genetic bases of learning disabilities. ;or additional and current information :1<D has a Dyslexia tool %it with 1) helpful resources.

.esources= www.interdys.org> #he International Dyslexia $ssociation www.chadd.org www.ncld.org> #he :ational 1enter for <earning Disabilities #he /ale 1enter for Dyslexia and 1reativity #he :ational Institute of :eurological Disorders and !tro%e <earning Disabilities $ssociation of $merica