It has been suggested that there is a high level of co-morbidity between dyslexia and other specific learning difficulties. Discuss this in the light of current research. Introduction Dyslexia is one of the most common learning difficulties found in the education system (Reid, 2009), and therefore it is imperative that educators fully understand the condition…
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The fact that these causes seem to be mainly biological in nature supports the fact that dyslexia is often found to be co-morbid with other learning difficulties that place strain on the individual. These can include, but are not limited to, attention deficit/hyperactivity disorder (ADHD), anxiety, depression, and conduct disorders (Reid, 2009). The purpose of this paper is to explore the conditions that are so often found to be co-morbid with dyslexia in the literature, and how this may affect the dyslexic child. Additionally, the paper will go on to discuss how these co-morbid conditions may affect the treatment or guidance that educators need to give children with dyslexia. What is Dyslexia? Dyslexia is a specific learning difficulty that affects one main area of an individual’s progress in education. It is a difficulty in reading that is apparent regardless of the individual’s IQ or their previous instruction in reading (Reid, 2009). Many believe that dyslexia is not a single condition, but can be used to encompass a wide range of difficulties that individuals may have when it comes to reading (Reid, 2009). ...
Again, this can be a sign of other learning difficulties with a broader scope than reading or writing, so care must be taken when diagnosing and teaching these children. There is currently no cure for dyslexia, nor is there any overwhelming consensus about treatment or management (Reid, 2009). There are several programmes in place which are aimed at providing advice to educators who have contact with dyslexic individuals. One of the major important aspects for managing dyslexia is to remove the sources of stress and anxiety (Reid, 2009). These can include pressure from parents, teachers and peers to learn to read and write at the same pace as other children their age, which is evidently not possible for the dyslexic individual. Care must be taken not to add additional stress onto a child when attempting to educate them. Lyytinen et al (2008) suggest that educational styles that focus on visual learning are more effective than a simple focus on oral phonological training. It must be noted that many management styles for dyslexia differ in their effectiveness for the individual and this must be recognized by those working in close contact with dyslexic individuals. Another interesting factor of dyslexia is that it seems to be highly heritable and therefore must have a genetic component (Scerri & Schulte-Korne, 2010). This may be linked to the co-morbidity that it has with other SpLDs, which are also highly heritable (Scerri & Schulte-Korne, 2010). There are some genetic markers that have been associated with dyslexia, including ROBO1 and DCDC2 (Scerri & Schulte-Korne, 2010). Abnormal codes in these genes is a good predictor of reading disorder. Some studies of dyslexia from a ...
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This research project therefore looks towards instructional reforms along the correlation between Literacy instruction not only in improving literacy in general, but also in alleviating the lack of self-esteem in learners. It attempts to establish the necessarily co-dependent nature of elevating a student’s self esteem while raising their literacy levels during a Wave 3 intervention activity.
It is essential that the effects of the condition on the individual and his learning skills be examined as well as the available interventions and support he can be given in order to manage the learning disability and live a normal life despite his condition.
Does cannabis usage precede psychosis and related disorders Does the its usage cause psychosis /schizophrenia in otherwise normal healthy people Or does it cause psychosis in people who already are vulnerable to the disease i.e. already have other risk factors for the disease.
This new outlook began to surface with The 1978 Warnock Report; it stated that children should not be labelled by their handicap. It introduced the term 'special educational needs' and 'specific learning difficulties'. It stated that the vast majority of children benefit from mainstream education, but children with specific learning difficulties had a specific problem that had to be treated in an individual way.
Psychological and behavioral studies, however, warn against relying on signs and folk beliefs in detecting learning difficulties. If these patently unscientific methods are made as basis of instructional programs, it will create more harm than good. Thus, many state laws today compel the education sector to use systematic methods of assessment that would measure possible obstacles to learning with more confidence and accuracy.
It proceeds into the impact upon identification and assessment of dyslexia, then the main characteristics of the disorder, and finally the implications of labelling for the child/young person, parent and professional.
Dyslexia research has a broad scope covering developmental dyslexia, in which reading skills has not matured properly; and acquired dyslexia, in which dyslexia originates as a brain insult causing disruption of an already established skill, like reading (Gardiola 2001).
in of the child and such a child actually needs special teaching and help so that normal learning can happen in school and the child can come out in flying colors in his life. Teachers play a major role in the detection, evaluation and management of dyslexic children and hence
Likewise it is also important to distinguish these learning disabilities from learning difficulties because the diagnosis will determine the corrective teaching methods used. The purpose of this research is therefore to compare and contrast dyslexia and