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Essay / Research Paper Abstract
An 11 page research paper that offers an overview of this learning disorder. As with many learning disabilities, dyslexia is an umbrella term that refers to a family of disorders, all of which make reading difficult in some fashion despite the fact that the individual has no deficits in overall intelligence or in language functioning as a whole (Johnson, Hetzel and Collins, 2002). Dyslexia has also been described as a "syndrome: a collection of associated characteristics that vary in degree from person to person" (Singleton, 2000). This examination of dyslexia offers an overview of the disability, addressing diagnostic criteria, incidence rate, prevalence, course of the disability, causes/theories, and teaching interventions. Bibliography lists 7 sources.
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11 pages (~225 words per page)
File: D0_khdys.rtf
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individual has no deficits in overall intelligence or in language functioning as a whole (Johnson, Hetzel and Collins, 2002). Dyslexia has also been described as a "syndrome: a collection of
associated characteristics that vary in degree from person to person" (Singleton, 2000). The following examination of dyslexia offers an overview of the disability, addressing diagnostic criteria, incidence rate, prevalence,
course of the disability, causes/theories, and teaching interventions. Diagnostic criteria Interestingly, being dyslexia can confer advantages on the individual, as well as disadvantages, as some dyslexics are have superior
visual and perceptual skills (Singleton, 2000). This is why some individuals who have problems with elementary skills, such as reading and writing, can exhibited intellectual superiority in other areas. Due
to this fact, there is a trend away from the deficit model of understanding dyslexia and towards seeing this disorder as a difference in cognition and learning that differs from
the majority (Singleton, 2000). Three major types of dyslexia have been identified. These are phonological dyslexia (difficulty in decoding phonetics); surface dyslexia (problems with unusual orthography and whole word storage);
and deep dyslexia (phonological problems and semantic problems) (Johnson, Hetzel and Collins, 2002). In general the conventional methods for diagnosing dyslexia, in regards to children, have not changed over
the last 30 years (Singleton, 2000). Essentially, making positive diagnosis of dyslexia involves establishing that: 1. The childs reading and/or spelling age is significantly behind his (or her) chronological age
(usually 2 or more years behind). 2. The childs intelligence is not significantly below average. 3. There are no social, emotional or educational causes for the reading difficulty. 4.
The child exhibits some positive signs of the disorder, such as phonological difficulties or memory problems (Singleton, 2000). Collectively, this criteria suggests that dyslexia is identified when there
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