There is a good number of such assessment strategies now available to the classroom teacher in the detection of children's learning difficulties, especially dyslexia.
Dyslexia is sometimes defined as an impaired word and non-word reading ability, which problem is often inherited or genetic in origin (Grigorenko, 2001). In these cases, the problems of dyslexia on lack of phonological awareness, balance and automaticity are perceptible at an early age, such that failure to attend to children predisposed to dyslexia is inexcusable. The relevant literature says early palliative measures are most beneficial to society by teaching at-risk children early phonological awareness, motor skills, memory strategies and visualization techniques through games. If dyslexia cannot be prevented, these measures should at least minimize the damage of this learning difficulty on human motivation and self-esteem, whose effects could be permanent (Crombie).
The puzzle that drew the scientific and academic community into the study of dyslexia is the "unexplained" reading failure in children. ...Show more