This book provides an understanding not only of dyslexia but also of the broader population of weaker readers and presents information on how to help them. Understanding Dyslexia and the Reading Process presents dyslexia against a background of normal reading development, and in the context of child development, taking into account multiple factors that affect how well a child overcomes or compensates for dyslexia. Case examples are presented throughout to illustrate specific skill weaknesses. Dyslexia research provides considerable knowledge about how to help all children who do not learn to read on schedule. The final two chapters of the book deal with the history and nature of reading instruction, and how we can improve the teaching of reading in our schools. For anyone interested in reading development.
The aim of the book is to demonstrate what the research shows of how children learn to read, especially of the role of phonology awareness in learning to read & how interventions may best work with those who have incomplete phonological awareness.
Dyslexia affects at least ten per cent of children and is the most common special educational need that teachers encounter. However, the characteristics of dyslexia can mean that it is often
Reading involves decoding and comprehension components and, to become efficient, it requires a large number of cognitive and linguistic processes. Among those, the phonological awareness, the alphabetic principle, the decoding, the fluency, the lexical development and the text comprehension development. The reading comprehension is strongly related with the development of vocabulary, oral language, linguistic skills, memory skills and ability to make inferences, and the world experiences of each individual. These processes become important only when the professional needs to deal with students presenting difficulties in learning how to read. The difficulty using the knowledge of conversion rules between grapheme and phoneme to the word reading construction characterizes the dyslexia, which is a specific learning disorder with a neurological source. These difficulties presented by students with dyslexia interfere in their learning process impairing the learning development. Knowing and following the reading development and its processes, as well as obtaining the punctuation of fluency abilities and students comprehension allow us to understand what happens when the student presents difficulties to read. This could help in the identification of learning disabilities and in the development of intervention programs.
This is a 3-book bundle, which addresses various subtopics, including but not limited to these: Book 1: Dyslexia may be more common than you think. And it’s important to know about it if someone has it. What’s even more crucial, is knowing how to recognize it, learning to deal with it, and find solutions to solve some of the common problems it can create. In this book, you will find answers to many questions you may have about dyslexia. Topics vary from the symptoms, the strengths of a person who has it, treatment, the relationship to math, and how society and school systems have positively and negatively managed to cope with this learning disability. I encourage you to take a look inside or listen to a sample, so you can become more familiar with this subject. Book 2: People with dyslexia may struggle with many things. As kids, they try to keep up with the reading process in their classes. As adults, they may be good at reading but still not like it or have trouble with vocabulary. What kinds of other problems come with being dyslexic? This book will address these issues. Aside from that, we’ll look into the connection between dyslexia, dyscalculia, dysgraphia, and other learning disabilities. We’ll get into the root of the hereditary factors of dyslexia, and we’ll compare the dyslexic percentages among males and females. These are just several of the many things you can learn from this book. Book 3: If you want a deeper comprehension of the causes of and solutions for dyslexia, then this is your chance, because this guide talks about exactly that. What’s also included, is an accurate comparison between ADHD and dyslexia and the possible factors that contribute to both. With these data, you can lie the connection in your head between the two and more clearly see patterns in behavior and cognizant skills that others can’t. Last but not least, an outline is made, accompanied by some thoughts to consider, about teaching methods to help children read. All in all, this book can help you on your path to understanding dyslexia and its consequences better.
In this title, readers learn common symptoms and behaviors of dyslexia and how it affects kids at school and in relationships. Text includes suggestions on how to be a kind and respectful friend to someone who has dyslexia and appropriate activities kids can enjoy together. A famous person who has overcome the challenges of dyslexia is highlighted. Aligned to Common Core Standards and correlated to state standards. Big Buddy Books is an imprint of Abdo Publishing, a division of ABDO.
Navigating Reading: A Guide for Teaching Children with Dyslexia is a comprehensive resource for educators and parents looking to support children with dyslexia in the reading process. Written by experienced educators, this book provides practical strategies and techniques for teaching reading to children with dyslexia. The book begins by introducing the concept of dyslexia and discussing the challenges that children with dyslexia may face in the reading process. It then delves into a variety of effective teaching methods, such as phonemic awareness and phonics instruction, that can help children with dyslexia learn to read. In addition to these strategies, the book also covers important topics such as assessment and accommodations, working with parents and caregivers, and creating a supportive learning environment. With its clear explanations and practical examples, Navigating Reading is an invaluable resource for anyone looking to help children with dyslexia succeed in reading.
Understanding the mechanisms responsible for developmental dyslexia (DD) is a key challenge for researchers. A large literature, mostly concerned with learning to read in opaque orthographies, emphasizes phono-logical interpretations of the disturbance. Other approaches focused on the visual-per-ceptual aspects of orthographic coding. Recently, this perspective was supported by imaging data showing that individuals with DD have hypo-activation in occipito-temporal areas (a finding common to both transpar-ent and opaque orthographies). Nevertheless, it is difficult to infer causal relationships from activation data. Accommodating these findings within the cognitive architecture of reading processes is still an open issue. This is a general problem, which is present in much of the literature. For example, several studies investigating the perceptual and cognitive abilities that distinguish groups of children with and without DD failed to provide explicit links with the reading process. Thus, several areas of investigation (e.g., acoustic deficits or magnocellular deficiencies) have been plagued by replication failures. Furthermore, much research has neglected the possible contribution of comorbid symptoms. By contrast, it is now well established that developmental disorders present a large spectrum of homotopic and heterotopic co-morbidities that make causal interpretations problematic. This has led to the idea that the etiology of learning difficulties is multifactorial, thus challenging the traditional models of DD. Recent genetic studies provide information on the multiple risk factors that contribute to the genesis of the disturbance. Another critical issue in DD is that much of the research has been conducted in English-speaking individuals. However, English is a highly irregular orthography and doubts have been raised on the appropriateness of automatically extending interpretations based on English to other more regular orthographies. By contrast, important information can be gotten from systematic comparisons across languages. Thus, the distinction between regular and irregular orthographies is another potentially fruitful area of investigation. Overall, in spite of much research current interpretations seem unable to integrate all available findings. Some proposals focus on the cognitive description of the reading profile and explicitly ignore the distal causes of the disturbance. Others propose visual, acoustic or phonological mech-anisms but fail to link them to the pattern of reading impairment present in different children. The present Research Topic brings together studies based on different methodological approaches (i.e., behavioural studies examining cognitive and psycholinguistic factors, eye movement inves-tigations, biological markers, neuroimaging and genetic studies), involving dyslexic groups with and without comorbid symptoms, and in different orthographies (transparent and opaque) to identify the mechanisms underlying DD. The RT does not focus on a single model or theory of dyslexia but rather brings together different approaches and ideas which we feel are fruitful for a deeper understanding developmental dyslexia.
