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Essay / Research Paper Abstract
In seven pages this paper examines reading disabilities and includes definitions, causes, intervention approaches, motivation, and the importance of progress charts. Six sources are cited in the bibliography.
Page Count:
7 pages (~225 words per page)
File: TG15_TGreaddis.rtf
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Unformatted sample text from the term paper:
requires comprehension of a running text meaning through the understanding of language and identification of words (Vellutino et al, 2004). This component process is complex and involves recognizing encoded
written symbols of spoken words (Vellutino et al, 2004). Learning how to read requires the acquisition of various types of knowledge and skills that are linguistic, nonlinguistic, and cognitive
(Vellutino et al, 2004). Linguistic codes are processes that include phonological coding or using speech codes to represent information as words, semantic coding that allows for the storing of
word concepts and meaning, syntactic coding that stores rules on word ordering and sentence organization, and pragmatic coding that focuses on communication and the changes of pitch or volume when
spoken and punctuation in writing (Vellutino et al, 2004). Reading disabilities (RD), sometimes collectively referred to as dyslexia, can describe widespread problems that can include a students inability to
process or code words or a lack of language understanding having to do with some type of a visual breakdown or related to cognitive issues. Because reading is such a
complicated group of processes and covers such diverse territory, it is perhaps understandable that there has been a detrimental lack of agreement regarding a definition of RD that is widely
acceptable (Siegel and Smythe, 2005). Researchers have not been able to agree on definitions, reading measurements, or how what type of testing can best be implemented in order to
accurately assess the presence of reading disabilities (Siegel and Smythe, 2005). Traditionally, this was the function of IQ tests, with low scores interpreted as signifying a reading problem (Siegel
and Smythe, 2005). However, since the inability to codify words, reading or writing with accuracy or fluency cannot be measured or reflected in IQ test scores, it could hardly
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