Relevant bibliographies by topics / Dyslexia

Academic literature on the topic 'Dyslexia'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Dyslexia"

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Yunus, Hasliza, and Noor Aini Ahmad. "Understanding The Definition and Characteristics of Dyslexia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 5 (May 25, 2022): e001353. http://dx.doi.org/10.47405/mjssh.v7i5.1353.

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Reading skills are an important element for obtaining knowledge in academic learning. Previous research has demonstrated that dyslexia pupils have a major problem with reading skills. The biggest issue of dyslexic pupils includes language learning disorder. Dyslexia could be a long-lasting impedance, and numerous indications hold on into adulthood. Identification of dyslexia at a preliminary phase comes from the ability to notice dyslexia characteristics, for instance, poor handwriting, written expression difficulties, spelling difficulties, reading fluency, and difficulty associating sounds with letters. Nevertheless, the investigation has exhibited that teachers and parents are still unaware of dyslexia. The goal of this article is to explore dyslexia’s definitions and characteristics that are associated with it. Dyslexia comprises different definitions and characters. Each dyslexic pupil encounters indications that are distinctive from each other. Understanding the definition of dyslexia and the character of early dyslexia can assist teachers in planning fitting intercessions for dyslexic pupils. Conclusions: The implications of this work are that it can assist educators in identifying students who have dyslexia characteristics or symptoms.
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Khafidhoh, Khafidhoh. "FRIENDLY ENGLISH INSTRUCTION FOR DYSLEXIC LEARNERS." UAD TEFL International Conference 1 (November 20, 2017): 313. http://dx.doi.org/10.12928/utic.v1.181.2017.

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It is not really an easy work to get the general acceptance of dyslexia among the parents, teachers, society, government, and so on. However, in this era, we can see a number of countries actively fight for the dyslexics’ rights in life, education, job, etc. In Indonesia, Indonesian Dyslexia Association has run several activities to support people with dyslexia. In short, Indonesian people start to realize the importance of having the right exposures on dyslexia and taking part to support the dyslexics. However, the partial understanding about dyslexia and the related things can cause the inappropriate and unfriendly actions to support them. Thus, in this article, the writer tries to discuss about the way how to create friendly English instruction for dyslexic learners which is based on the experts’ suggestions. In accordance with the topic, this article covers the descriptive and critical review on dyslexic learners, English instruction for dyslexic learners, and friendly English instruction for dyslexic learners. Finally, this article is expected to give the brief information to both of the general readers and the professionals. In general, it is expected to be the guidance to solve the problems on dyslexia, especially related to the English instruction. Then, it is also expected to be used as one of the references to discuss and conduct the related topics and researches.
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Liu, Tinglei, Feroz De Costa, and Megat Al Imran Yasin. "The Impact of Dyslexia on the Effectiveness of Online Learning: A Systematic Literature Review." Studies in Media and Communication 11, no. 6 (June 8, 2023): 101. http://dx.doi.org/10.11114/smc.v11i6.5960.

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Dyslexia can have an impact on online learning outcomes. However, few studies have examined the association between dyslexia and online learning effectiveness. This systematic review focused on the effects of dyslexia on online learning effectiveness to conduct research in three major categories: analysis of impact, analysis of dyslexia on online learning, and analysis of interventions. A screening of two bibliographic databases identified 37 articles that met the inclusion criteria. The study determined that dyslexic learners are uncomforted with online learning and suffer from frustrated self-confidence and decreased academic performance in the learning process. It even affects the learners' evaluation of themselves and causes a decrease in self-efficacy. Among these, research on influencing factors can be divided into two dimensions: internal and external factors. Dyslexic learners are influenced by both the type of dyslexia and their psychological characteristics, as well as by teachers, teaching strategies, online educational environments, and educational media. These influences provide intervention strategies, such as developing customized online learning systems for dyslexic learners and exploring interventions in telerehabilitation medicine. However, no intervention strategies involve adjustments to the internal psychology of dyslexic learners and external support systems. Therefore, more research is needed to explore the differential impact of dyslexia on online learning and to understand the factors that produce this impact to provide a theoretical basis and direction for the generation of instructional strategies for dyslexics and the adaptation of online learning for dyslexics.
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Malek, Ayyoub, Shahrokh Amiri, Issa Hekmati, Jaber Pirzadeh, and Hossein Gholizadeh. "A Comparative Study on Diadochokinetic Skill of Dyslexic, Stuttering, and Normal Children." ISRN Pediatrics 2013 (August 6, 2013): 1–7. http://dx.doi.org/10.1155/2013/165193.

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Objective. Previous studies have shown some motor deficits among stuttering and dyslexic children. While motor deficits in speech articulation of the stuttering children are among the controversial topics, no study on motor deficits of dyslexic children has been documented to date. Methods. 120 children (40 stuttering, 40 dyslexia, and 40 normal) 6–11 years old were matched and compared in terms of diadochokinetic skill. Dyslexia symptoms checklist, reading test, and diadochokinetic task were used as measurement instruments. Results. The data analysis showed that there are significant differences (P<0.001) in reaction time and the number of syllables in accomplishing diadochokinetic tasks among stuttering children, dyslexics, and the control group. This indicates that stuttering children and dyslexics have poor performance in reaction time and in the number of monosyllable articulation and long syllable articulation. Furthermore, there are significant differences (P<0.001) in these indices between stuttering children and dyslexics, so that the latter group have better performance than the former one. Conclusion. The findings indicate that stuttering children and dyslexics have deficits in diadochokinetic skill which suggests their low performance in the motor control of speech production and articulation. Such deficits might be due to the role of the tongue in the development of stuttering and dyslexia.
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Passadelli, Anthoula Styliani, Aikaterini Klonari, Vyron Ignatios Michalakis, and Michail Vaitis. "Geography Teachers’ Knowledge of and Perceptions on Dyslexia." Education Sciences 10, no. 10 (October 12, 2020): 278. http://dx.doi.org/10.3390/educsci10100278.

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At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.
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Catts, Hugh W. "Speech Production Deficits in Developmental Dyslexia." Journal of Speech and Hearing Disorders 54, no. 3 (August 1989): 422–28. http://dx.doi.org/10.1044/jshd.5403.422.

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In this study, dyslexic and normal subjects rapidly repeated a series of phonologically complex and simple phrases. Dyslexic subjects repeated the phrases at a significantly slower rate and, in the complex condition, made significantly more errors. An examination of errors suggested that dyslexics may have difficulties in the planning stage of speech production. Findings are discussed in reference to other phonological deficits and oral reading problems in dyslexia.
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Morrison, Kelsey. "Learning Differently: The Struggles and Silver Linings of Dyslexia." Journal for Undergraduate Ethnography 13, no. 2 (November 24, 2023): 23–36. http://dx.doi.org/10.15273/jue.v13i2.11797.

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This paper aims to understand the struggles and joys of individuals who have dyslexia. Situated in sociological theory, I contend that dyslexia is biological by nature, but socially constructed as a learning disability. This social construction is culturally shaped and bound by values of nonverbal communication which, consequently, is the area in which dyslexics struggle the most. Using a content analysis style of collecting data, I read hundreds of blog posts aiming to understand the experience of dyslexic individuals living in the United States. This article delves into themes of education, upbringing, and individual perceptions of self. I also explore how an accurate diagnosis of dyslexia can improve learning, which often helps promote positive self-esteem. This study explores how to find the gifts of dyslexia to redefine genius for individuals in Western societies.
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Prabha A, Jothi, Bhargavi R, and Ramesh Ragala. "Prediction of dyslexia using support vector machine in distributed environment." International Journal of Engineering & Technology 7, no. 4 (October 6, 2018): 2795. http://dx.doi.org/10.14419/ijet.v7i4.17222.

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Dyslexia is a learning disorder characterized by lack of reading and /or writing skills, difficulty in rapid word naming and also poor in spelling. Dyslexic individuals have great difficulty to read and interpret words or letters. Research work is carried out to classify dyslexic from non-dyslexics by various approaches such as machine learning, image processing, understanding the brain behavior through psychology, studying the differences in anatomy of brain. In addition to it several assistive tools are developed to support dyslexics. In this work, brain images are used for screening individuals who have high risk to dyslexia. This work also motivates the application of machine learning in distributed environment. The proposed predictive model uses the machine-learning algorithm Support Vector Machine (SVM). The model is designed in Apache SPARK framework to support voluminous data. The prediction accuracy of 92.5% is achieved using SVM.
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Stella, Marianna, and Paul E. Engelhardt. "Use of Parsing Heuristics in the Comprehension of Passive Sentences: Evidence from Dyslexia and Individual Differences." Brain Sciences 12, no. 2 (February 1, 2022): 209. http://dx.doi.org/10.3390/brainsci12020209.

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This study examined the comprehension of passive sentences in order to investigate whether individuals with dyslexia rely on parsing heuristics in language comprehension to a greater extent than non-dyslexic readers. One hundred adults (50 dyslexics and 50 controls) read active and passive sentences, and we also manipulated semantic plausibility. Eye movements were monitored, while participants read each sentence, and afterwards, participants answered a comprehension question. We also assessed verbal intelligence and working memory in all participants. Results showed dyslexia status interacted with sentence structure and plausibility, such that participants with dyslexia showed significantly more comprehension errors with passive and implausible sentence. With respect to verbal intelligence and working memory, we found that individuals with lower verbal intelligence were overall more likely to make comprehension errors, and individuals with lower working memory showed particular difficulties with passive and implausible sentences. For reading times, we found that individuals with dyslexia were overall slower readers. These findings suggest that (1) individuals with dyslexia do rely on heuristics to a greater extent than do non-dyslexic individuals, and (2) individual differences variables (e.g., verbal intelligence and working memory) are also related to the use of parsing heuristics. For the latter, lower ability individuals tended to be more consistent with heuristic processing (i.e., good-enough representations).
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Subramaniyan, Vetriselvan, Ng Kah Chun, Puteri Nurkhalilah Huda bt Shahrudin, Deshvinderjit Singh A/L Dalvindar Singh, Gasthuri A/P Sivanadam, Low Pei Qi, Mohamed Moosa Musthak Ahamed, et al. "A Cross-sectional Study on Awareness of Dyslexia Disorder among University Students." Open Access Macedonian Journal of Medical Sciences 8, E (June 10, 2020): 251–55. http://dx.doi.org/10.3889/oamjms.2020.4664.

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BACKGROUND: The condition of dyslexia is a learning disability leading to difficulty in acquiring basic skills of reading, spelling, and writing. It is a disorder with a neurological origin that does not affect the intelligence of a person. It is estimated that between 5% and 10% of the population suffering from dyslexia, but this number can also be as high as 17% because dyslexia may not be recognized and diagnosed in some individuals and because some of them may not disclose that they are diagnosed. In Malaysia, it is estimated that 4% to 8% of children attending school have dyslexia. Dyslexics tend to be more artistic and creative than others. AIM: This study examines the awareness of dyslexia disorder among university students. METHODS: The data are collected from the participants through self-made survey questionnaires that consist of 25 questions per questionnaire. A descriptive cross-sectional study is conducted from April 2019 to May 2019. RESULTS: The current study reflected that dyslexia, not a disease, thus it is not curable. Individuals with dyslexia require extra patience and effort from the family members, teachers, as well as the public, especially in their learning process. We believe that a lack of understanding about this disorder by the public will bring negative impacts to dyslexic individuals such as causing unwanted misunderstanding, causing mental stress to the dyslexics, bringing negative impact to their learning processes, and so on. CONCLUSION: Our study results suggest that the knowledge level of dyslexia among university students considered as lower than average.
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Dissertations / Theses on the topic "Dyslexia"

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Bergström, Veronica. "Dyslexi-Det dolda handikappet : Dyslexia-The hidden handicap." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-218.

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Syftet med detta arbete har varit att undersöka hur man på bästa sätt ger elever med dyslexi, läs- och skrivsvårigheter, en god skolgång. Jag valde att använda den kvalitativa metoden eftersom jag tror att djupgående intervjuer ger bäst resultat. Intervjuerna spelades in på band och sammanställdes sedan. För elever med dyslexi och läs- och skrivsvårigheter är det viktigt att hjälp sätts in i god tid. Om en person med läs och skrivsvårigheter får hjälp vid tidig ålder kan dyslexin förebyggas. För att hjälpa dessa elever till en god skolgång krävs att man ser till eleven, till barnet. Det är barnet som ska stå i det främsta rummet. Som lärare och pedagog krävs att man sätter in rätt material, material som är anpassat för individen. Kompenserande material bör användas så mycket som möjligt i elevernas undervisning. Arbetet med dyslexi och läs- och skrivsvårigheter har förbättrats de senaste åren, eftersom man har blivit mer medveten om handikappet. Forskningen utvecklas och med hjälp av den nya moderna tekniken kan man undersöka sådant man tidigare inte kunnat. Utvecklingen går framåt och det kommer hela tiden nya forskningsrön och förbättrade hjälpmedel för människor med läs- och skrivsvårigheter. Men det finns fortfarande mycket kvar att uppnå. Med erfarenheter och kännedom om begreppet dyslexi kan man förändra den negativa bilden och stärka de drabbades självförtroende.

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Hanly, Sarah M. "Exploring the cognitive underpinnings of word retrieval deficits in dyslexia using the tip-of -the-tongue paradigm." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3021.

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Michail, Konstantina. "Dyslexia : the experiences of university students with dyslexia." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1055/.

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This thesis is focused upon and examines the experiences of students with dyslexia in higher education. At the time of the research project started not much was known about the experiences of higher education students with dyslexia. An insight into their lives and experiences with a further overview of their past is evaluated. The participants of this study were undergraduate and postgraduate students studying for a degree in Higher Education and were assessed as dyslexic. The sample consisted of students that were studying in three universities in the city that the research took place. In order for the data to be collected interviews were used, as it would be very difficult to describe experiences and feelings with numbers. The words of the participants were used to support the categories and findings of the study. The students of these particular universities were overall satisfied with the provision and support they were receiving from their institutions although further investigation needs to be done on the attitudes and perceptions of the lecturers with regards to dyslexia.
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Soboleski, Penny K. "THE HIDDEN CHILDREN OF THE CLASSROOM: A VALIDATION STUDY USING ALTERNATIVE ASSESSMENTS TO UNCOVER THIRD-GRADE READERS WITH DYSLEXIA." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143482871.

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King, Bernardine. "Similarities between acquired dyslexia, developmental dyslexia and early reading." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.427486.

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Cameron, Harriet. "Critical dyslexia : the discursive construction of dyslexia in higher education." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/7804/.

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The disparate ways in which dyslexia can be constructed in discourse in the higher education context have implications for the students who have been given the dyslexia label and for those in the wider learning community. The current study is an in-depth, two-level discourse analysis of two focus group conversations between university students with an identification of dyslexia. The study aimed to identify the discourses of dyslexia constructed during the focus groups; to explore the related subject positions students took up, offered or resisted (after Davies & Harre, 2001) and to consider some of the implications of such positionings; and finally to identify the wider discourses and ideologies reproduced in the texts (Willig, 2008; Gee, 2005). The researcher identified (co-constructed) the following key discourses of dyslexia in the texts: dyslexia as desirable, as innate deficit, as an excuse for stupidity or laziness, as difference, as disability, as social construction, and as identity. The researcher identified the following key subject positions taken up, offered or resisted in the texts: being intelligent/ able, being a survivor, being ‘just who I am’, being a hard-worker, being worthy/ deserving, being disabled, being a fraud, and being deficient. The researcher named four ideological threads active within the conversations: education and literacy; neoliberalism, meritocracy and the individual; health, morality and medicine; and positivism, cognitivism and biological determinism. The analysis suggested that particular subject positions encouraged or denied participants certain ways-of-being as learners. Analysis also suggested that these subject positions were tied to particular discourses of dyslexia, and to particular ideological positions. This thesis considers the implications of the identified discourses and ideologies in full and suggests how this knowledge can be used within higher education and within critical psychology to raise awareness of how and why talk which constructs psycho-educational types of learner matters.
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Moores, Elisabeth J. "Dyslexia : challenging theories." Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/15162/.

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Experiments presented challenge theories on their ability to provide causal explanations of the pattern of performance in dyslexia. Studies la and 1 b employed a prism adaptation paradigm to investigate the Cerebellar Deficit Hypothesis (CDH). No group differences were found, although unfortunately it was concluded that the paradigm could not satisfactorily isolate cerebellar function from other compensation mechanisms. Studies 2a and 2b exploited a sequential stereopsis technique to test the visual deficit hypothesis. No group differences were found, although the dyslexic group did exhibit a fatigue effect on one condition. Using an attention shifting paradigm, Study 3 found a dissociation between focus and shift attention conditions in dyslexic children, but that they sustained their attention as well as controls. In Study 4, supporting the Dyslexia Automatisation Deficit (DAD) as opposed to a general resources deficit, control performance suffered most under visually degraded conditions of the same attention paradigm. Study 5 further investigated attention on a test thought to be sensitive to attentional lapses; dyslexic children did make more errors, although conclusions were limited by their qualitatively normal performance. Deficits in dyslexia were found to be wider reaching than many theories of dyslexia would suggest. At a cognitive level of explanation the DAD was able to account successfully for many of the findings. However, like the Phonological Deficit Theory the DAD specifies no neurological mechanism for the deficit; this is provided by the CDH (for which no evidence was found here). Analyses do point towards the need for either a very general explanation, or the identification of a smaller number of core deficits, for the apparently disparate deficits found. The fatigue effect found only in the dyslexic group on part of the vision experiment has further direct and immediate implications for future research.
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Threlkeld, Aubry D. "Dyslexia as Disability." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461049.

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These three qualitative studies describe and analyze how and when young dyslexic people manage disability labels in talk. The theoretical framework informing this study includes post-structuralist approaches to analyzing talk about disability (Tremain, 2002, 2006; Goodley, 2011) and on-going debates about using discourses to model the relationship between impairment, disability and culture inside and outside social model of disability (Hughes & Paterson, 1997; Corker, 1998; Allan, 1999; Shakespeare, 2000; Corker & Shakespeare, 2002; Grue, 2011) and resistance against ableism generally (Gabel & Peters, 2004). The research design involved semi-structured interviews of twenty-six students with dyslexia (Seidman, 2006) who attended a specialized high school and a review of three documentary films. The three articles detail different approaches to the same phenomenon of navigating and describing dyslexia. The first article engages a primary analysis of how new discourses of the gifted dyslexic brain include persisting notions of a broken brain using Foucauldian discourse analysis (FDA) in educational documentary film. The second study reframes existing studies of conceptual metaphor among dyslexics moving discussion beyond dyslexia as a barrier to a dynamic range of metaphors including dyslexia as a journey, puzzle and even as existence. Contemporary studies of conceptual metaphor and disability continue to reveal how disabled students navigate the differences between impairment and disability. The third article relates long-standing theories of learning differences to the lack of claiming disability among dyslexic students. By exploring passing as able-bodied as a phenomenon, I theorize how schools, even specialized settings, as ableist institutions oppress, silence and foreclose the possibilities of group identity. This research contributes to discursive approaches to understanding dyslexia as disability and connects disabled identities in talk to work with dyslexic students in schools. Suggestions for future research include understanding neurodiversity movements in relationship to learning disabilities, continuing to examine conceptual metaphor use among dyslexics to build out a typology and the political and economic roots of the discourses of learning differently.
Human Development and Education
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Vender, Maria [Verfasser]. "Disentangling Dyslexia : Phonological and Processing Deficit in Developmental Dyslexia / Maria Vender." Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1140368389/34.

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Karlsson, Amanda. "Hur lärare kan arbete i klassrummet inom de samhällsvetenskapliga ämnena utifrån dyslexins tre problematik faktorer." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33600.

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Books on the topic "Dyslexia"

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Ryden, Michael. Dyslexia: How would I cope? London: Jessica Kingsley Publishers, 1989.

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Attwood, Philippa. Dyslexia: Profiles & options. Corby, Northants: Multi-Sensory Learning, 1998.

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Rosemary, Scott. Dyslexia and counselling. London: Whurr, 2004.

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Ryden, Michael. Dyslexia: How would I cope? London: Kingsley, 1989.

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1950-, Reid Gavin, ed. The Routledge companion to dyslexia. New York: Routledge, 2009.

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Pavlidis, George T. Perspectives on dyslexia. [s.l: s.n.], 1992.

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Thomson, Michael E. Developmental dyslexia. 3rd ed. London: Whurr, 1990.

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Spafford, Carol A. Dyslexia: Research and resource guide. Boston: Allyn and Bacon, 1996.

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Osmond, John. The reality of dyslexia. Cambridge, Mass: Brookline Books, 1995.

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R, Miles T., and Varma Ved P, eds. Dyslexia and stress. London: Whurr Publishers, 1995.

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Book chapters on the topic "Dyslexia"

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Levesque, Roger J. R. "Dyslexia." In Encyclopedia of Adolescence, 790–91. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_493.

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Bell, Sherry Mee, and Tamara Bowlin. "Dyslexia." In Encyclopedia of Child Behavior and Development, 540–42. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_914.

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Shaywitz, Sally E., and Bennett A. Shaywitz. "Dyslexia." In Encyclopedia of Clinical Neuropsychology, 912–17. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1543.

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Cooper, Ross. "Dyslexia." In Neurodiversity in Higher Education, 63–89. Chichester, West Sussex, UK: John Wiley & Sons Ltd., 2012. http://dx.doi.org/10.1002/9780470742259.ch4.

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Shaywitz, Sally E., and Bennett A. Shaywitz. "Dyslexia." In Encyclopedia of Clinical Neuropsychology, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-56782-2_1543-2.

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Dinnes, Carol, and Melissa Ghiringhelli. "Dyslexia." In Encyclopedia of Otolaryngology, Head and Neck Surgery, 722–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-23499-6_902.

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Shaywitz, Sally E., and Bennett A. Shaywitz. "Dyslexia." In Encyclopedia of Clinical Neuropsychology, 1249–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1543.

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Galaburda, Albert M. "Dyslexia." In Abnormal States of Brain and Mind, 45–46. Boston, MA: Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6768-8_19.

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Galaburda, Albert M. "Dyslexia." In Speech and Language, 55–56. Boston, MA: Birkhäuser Boston, 1989. http://dx.doi.org/10.1007/978-1-4899-6774-9_22.

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Alexander-Passe, Neil. "Dyslexia?" In The Successful Dyslexic, 1–14. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-107-0_1.

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Conference papers on the topic "Dyslexia"

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Jabour, Letícia Giancoli, Luiza Cunha Martins, Caroline Oliveira Silva, Isabella Boa Sorte Costa, Deivson Mendes Macedo, and Ana Laura Maciel Almeida. "Dyslexia: the relationship between the learning disorder and increased creativity." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.526.

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Background: The relationship between dyslexia and increased creativity scores has been studied since 1981, when possible causes were given: compensation as alternative mechanism to the area of disability or the deficit working as an organising element of the subject’s interest through higher focus. However, literature shows a lack of clarity thereof. Objective: To review recent studies relating dyslexia and increased creative potential. Methods: Descriptors “Dyslexia” and “Creativity” were searched on PubMed and VHL. Clinical trials and cohorts were filtered, totaling 33 articles; 20 were excluded for evading the topic and 7 for not meeting the research purposes. Parameters that measure creativity were analyzed. Results: Studies point to higher creativity scores in dyslexics, compared to non-dyslexics. Aspects of creativity such as fluency, flexibility, originality and elaboration were superior in dyslexics. Greater detail was found in design tasks performed by dyslexic children. A recent study found children with dyslexia performed better and quicker in the production of original figures. It is believed that artistic talents seen in many dyslexic subjects result from the delay in the development of language in the dominant hemisphere, originating an ‘inhibition’ in the parietal lobe on the opposite side to develop creative productions and artistic talents. Conclusion: That there is scientific substrate to suggest better creative performance of dyslexic people, compared to non-dyslexics. It also provides bases for the social and educational inclusion of people with learning disorders. This should happen not through the imposition of traditional, established certainties, but through working with these subjects’ potentialities.
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Beckwith, Victoria. "Practical Use of Education and Dyslexic Lenses within Tertiary Education: The Dyslexia-Friendly Quality Mark." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205004.

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This paper offers a lens to the Dyslexia-Friendly Quality Mark experience, from the perspective of a dyslexic person, how their perceptions shaped their perspectives, and the manifestation of these while journeying towards achieving the Dyslexia-Friendly Quality Mark. Normalising dyslexia and providing safe environments where dyslexia awareness is seen to be commonplace is important, and will support those who have prior experiences of struggling with education. Positive awareness of dyslexia supports diversity, performance, motivation and retention. It also benefits the learning of all learners and staff, not just those with dyslexic tendencies, by equipping them with awareness of advantageous strategies for themselves, their communities and organisations, both now and in the future. It is important for tertiary organisations to remember that a dyslexic person is likely to have dyslexic family members. Dyslexic people and whānau (family) may not know they are dyslexic (or may not identify as such), dyslexic people remain in education despite prior experiences or frustrations, and our dyslexic people are resilient and determined, having manoeuvred their way around obstacles to be in our organisations. The discussion surrounding dyslexia continues globally; significantly, there are things afoot in Aotearoa New Zealand that have gained attention overseas, and will have a resounding impact on tertiary staff and learners. It is an exciting time for dyslexia and Aotearoa New Zealand.
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Beckwith, Victoria. "“The Eggshell of People”: Listening to Children’s Descriptions of Dyslexia." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302008.

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Children are often underserved because of their age, academic level, and accessibility to the processes in place to develop resources, research and policies. Being neurodivergent, or living in a neurodivergent home, can augment childhood challenges. Listening to dyslexic people, including children, offers an opportunity to respectfully visit unique dyslexic lived experiences, to explore these rich contributions, and to gain fresh insights into people’s journeys. I am a dyslexic parent of a dyslexic child, and an advocate for the wider dyslexic community. I have personally found it can be challenging to articulate how dyslexia is experienced, irrespective of age, because of the difficulties dyslexic people have with expressing themselves (Lithari, 2021). This essay describes how one ten-year-old child chose to highlight dyslexia in their own words, by creating an A4 poster. Starting by looking at what is being created in thedyslexic space in Aotearoa New Zealand, the essay then discusses dyslexic lived experiences. The essay continues with a reflection on the importance of children’s ideas – for example in planning projects and neighbourhood destinations – followed by comments on how the “eggshell of people” analogy might be used by educators to open up discussions about dyslexia and encourage inclusive, and safe, learning environments. It concludes with discussion points for further thought.
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Andruseac, Gabriela gladiola, Ciprian Cristea, and Gabriela Boldureanu. "BLENDED LEARNING ENVIRONMENT FOR DYSLEXIC CHILDREN." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-265.

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The current use of traditional educational methods leaves apart many persons, especially those suffering from dyslexia. Dyslexia is one of the most common learning disabilities. Learning disabilities affect the brain's ability to receive, process, analyze, or store information. Also called specific reading disability, dyslexia is a common reading and language disorder. It is not linked to any kind of deficit in intelligence overall, educational opportunity, or motivational factors. It affects 5-10% of alphabetic language speakers and 1 in 10 children is dyslexic. Blended learning is a formal educational paradigm which combines, at least in part, face-to-face delivery of content and instruction assisted by digital and online media with some degree of student control over time, place or path. In a "brick-and-mortar" context, traditional teaching methods are combined with computer-mediated activities with a huge potential in education of dyslexic children. Our research was focused on improvement of education for dyslexic children through develop new approach with support of blended learning environment. Because dyslexic children learns best through observation, demonstrations, diagrams, hands-on or experimentation we want to explore the potential of this type of learning to boost the learning process. While the traditional learning methods have failed in special education, we believe that the development of a curriculum that involves a blended learning environment for education of dyslexic children would largely contribute to their rehabilitation progress and to relieve their difficulties in adapting to the demands of present society and to the strong competition for jobs on the employment market.
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Pelleriti, Margherita. "Dyslexic students: from language learning to language testing." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8231.

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This paper will focus on the delicate issue of assessing the language proficiency of dyslexic students in a foreign language, namely English. These learners are usually considered a sub-group of test takers because of their specific learning differences. An overview of dyslexia will be presented, shedding light on the difficulties encountered by dyslexic students during their learning process. Some of the accommodations used during the learning process will be illustrated, along with the accommodations and/or modifications allowed during language testing. Attention will also be paid to fairness and validity represented by accommodations. Moreover, the special requirements allowed by international examination boards during their high-stakes tests will be analysed. Finally, this paper will illustrate what the Italian Law takes into account for dyslexic students and how it is applied at the University of Modena and Reggio Emilia, Italy.Keywords: dyslexia; SpLDs; language testing; learning differences; accommodations; testing validity.
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Yan, Xiujuan. "Acquired Dyslexia and Developmental Dyslexia." In 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220504.416.

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Florin emil, Verza, Marilena Bratu, and Vasile Marinela. "USE OF ADAPTED SOFTWARE IN THE THERAPY OF LANGUAGE DISTURBANCES IN THE CASE OF THE INTELLECT DEFICIENT PEOPLE." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-043.

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TThe research hereby aims to reveal the specific features of logopedic intervention in terms of using some adapted software applications as well as to highlight a sheer reality of our century: a meaningful combination of the traditional therapeutic methods with hi-tech informatic equipment during the logopedic therapy can remarkably stimulate children into performing a stable activity, which consequently would lead to rewarding therapeutic progress. It is presumed that, in terms of using some software applications adapted to dyslexia and dysgraphia therapy for students with mental disabilities, some notable improvements would be registered in their evolution. It is also presumable that, by using an application with a symbols processor within the dyslexia and dysgraphia therapy for students with mental disabilities, some notable improvements would be registered in their aware reading of the texts. The present research has been made by a sample lot of 46 subjects (11 girls and 35 boys) with mental disabilities diagnosis and chronological age ranging from 10 to 12 years. Methods of data collection: Raven's Standard Progressive Matrices Test; proof set for assessing the language psychological age (Alice Descoudress); proof set for assessing the dyslexic and dysgraphic impairments. Subsequently to dyslexic and dysgraphic impairments noted to the students with mental disabilities within the lot, we advanced on the application-oriented part of the research. All students were involved in the ongoing activity pertaining to dyslexia and dysgraphia therapy, in compliance with their medical diagnosis and and their intellectual development level. The therapeutic activity designed for the experimental lot was also undergoing by implementing the same methodology as in the case of the control lot, while for accomplishing the set objectives, SymWriter educational software was extensively used, in order to prompt its efficiency during the targeted activity. The period of time when Widgit applications were used along the activities related to dyslexia and dysgraphia therapy was set for three months. At the end of the established period, the whole lot was again assessed by proof set means, thus to be enabled to mark the evolution of the students with mental disabilities. On examining the results of both the initial and final assessments for the control lot as well as for the experimental lot, we were finally led to the conclusion that, if using some software applications adapted to dyslexia and dysgraphia therapy, together with proceeding to some application assissted by a symbols processor, the progress in correcting the dyslexic-dysgraphic impairments were strikingly remarkable and meanwhile, notable progress was recorded in terms of aware reading of the texts.
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Tittarelli, Michele, Patrizia Marti, and Diana Peppoloni. "Rapping dyslexia." In NordiCHI '14: The 8th Nordic Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2639189.2670181.

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Daud, Salwani Mohd, and Hafiza Abas. "'Dyslexia Baca' Mobile App -- The Learning Ecosystem for Dyslexic Children." In 2013 International Conference on Advanced Computer Science Applications and Technologies (ACSAT). IEEE, 2013. http://dx.doi.org/10.1109/acsat.2013.87.

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Wood, Jennifer. "Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13088.

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This paper considers the benefits and results of the introduction of a video CV assessment into an intermediate, mixed-ability undergraduate Spanish-language class. This task was designed both to modernize an existing written task and to provide students with dyslexia and other language-processing difficulties with the opportunity to best display their capabilities in the second language (L2). Dyslexia is a Specific Learning Difference (SpLD) whose characteristics can vary in form and severity, but which particularly affect language-processing. Dyslexic individuals often display a “paradoxical co-existence of special abilities and disabilities” (West, 1991, p.32): Abilities which include verbal acuity, visuospatial faculties, flexible problem-solving and creative skills which can all be used to advantage when designing activities to help students achieve success in learning a second language. A multisensory approach is now widely recognised as benefiting dyslexic individuals while other suggested adjustments include: oral recordings rather than written performance; multimedia presentations; and the incorporation of tasks that activate kinaesthetic-tactile components of learning, all elements mobilized within the video CV task. The video CVs produced by students were multisensory and creative while effectively mobilisiing the L2, showing the benefits of inclusive practice for all students, helping to create a diverse and engaging learning experience.
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Reports on the topic "Dyslexia"

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Gordon, Shira. Multimodality Assistive Technology for Users with Dyslexia. Ames (Iowa): Iowa State University, January 2019. http://dx.doi.org/10.31274/cc-20240624-1033.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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A.Rahman, Aida. Helping dyslexic students thrive in Malaysia. Edited by Shahirah Hamid and Suzannah Lyons. Monash University, July 2024. http://dx.doi.org/10.54377/7285-a934.

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Subramanian, Balakrishnan, Janet Jayaraj, Ananth John Patrick, and Ms Majidha Fathima. Design and Development of a Smart Pen for Dyslexics. Peeref, May 2023. http://dx.doi.org/10.54985/peeref.2305p7004156.

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Maxwell, Nancy. An analysis of Staggered spondaic word test performances of dyslexic children and their parents. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2733.

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Essien, Catherine. The development of a model for identifying, diagnosing and correcting dyslexic problems in third grade Nigerian. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2271.

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The Dyslexia Debate. ACAMH, January 2022. http://dx.doi.org/10.13056/acamh.18764.

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This recording is from Professor Joe Elliot titled 'The Dyslexia Debate'. It is from the conference, 'Dyslexia from assessment to intervention' was held on Friday 29 September 2017, and was organised by the Welsh ACAMH Branch. The day promoted the notion that the assessment of literacy difficulties should be the first step on a clear pathway to individualised interventions for children or young people.
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Professor Maggie Snowling on 'Dyslexia and Language Impairment'. ACAMH, July 2021. http://dx.doi.org/10.13056/acamh.16289.

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Professor Maggie Snowling on 'Dyslexia and Language Impairment'. Recorded on 29 September 2017, and was organised by the Welsh ACAMH Branch as part of the conference, 'Dyslexia from assessment to intervention'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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Understanding and Dealing with Dyslexia; Assessment and Intervention. ACAMH, January 2022. http://dx.doi.org/10.13056/acamh.18756.

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This recording is from Dr. Gavin Reid titled 'Understanding and Dealing with Dyslexia; Assessment and Intervention'. It is from the conference, 'Dyslexia from assessment to intervention' was held on Friday 29 September 2017, and was organised by the Welsh ACAMH Branch. The day promoted the notion that the assessment of literacy difficulties should be the first step on a clear pathway to individualised interventions for children or young people.
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‘Dyslexia from assessment to intervention’ interview with Professor Maggie Snowling. ACAMH, September 2017. http://dx.doi.org/10.13056/acamh.4070.

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