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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Busgeet, Toynarain. "Dyslexia in higher education : exploring lecturers' perspectives of dylexia, dyslexic students and support strategies." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526789.
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Without the awareness and understanding of the academic staff who come in contact with students with dyslexia, no HEI can be said to be making satisfactory provision for such students" (Singleton et a1.1999, p. 50). Following the introduction of the Special Education Needs Report (2001-2) much has been achieved regarding the provision of dyslexia support in higher education in the U.K. However, academic staff themselves remain largely unaware about dyslexia and how best to support dyslexic students (Borland and lames, 1999; Tinklin et al., 2004; Mortimore and Crozier, 2006; Holloway, 2001; Goode, 2007). The finding is supported mainly by research which focuses on the disabled students' perspective within the context of general disability there are hardly studies seeking lecturers' views specifically about dyslexia. The aim of this research was, therefore, to find the extent to which lecturers conceptualised their own understanding of dyslexia, dyslexic students and support in a university context. To achieve the above aim, lecturers' views were underpinned by Bricman et al. (1982) theoretical framework of help and coping. Based upon these authors' 'theory of attribution to responsibility of both the cause and solution of the problem' the framework is organised under four distinct help/support modalities, known as Moral, Enlightenment, Medical and Compensatory. Utilising a mixed quantitative and qualitative approach, the research was conducted in four stages. In the first stage, using in-depth interviews, data obtained were utilised to generate a research questionnaire for the main study. The interview findings revealed that lecturers were orientated predominantly towards two of Bricman et al. four help/support modalities, namely the Compensatory and Medical models. This is consistent with the Difference and the Deficits paradigms of dyslexia (West, 1997). In the main phase of the study (stages 2 and 3), quantitative findings fro a questionnaire revealed that lecturers associated almost equally with the Medical and Compensatory models in respect of their views of dyslexic students and approach to support. However, they did not associate quite so readily in their own role and that of dyslexic students in the support strategy. Specifically, lecturers did not only prefer to take a 'subordinate' role but had an expectation that dyslexic students should take ownership of their own support responsibility. This finding is consistent with the Compensatory model. Additionally, results showed that lecturers were limited in their understanding of dyslexia and ability to support dyslexic students. Since a quantitative study of this nature does not provide rich explanations of why lecturers held the views they did, the fourth phase of the research used a semi-structured interview designed to elaborate on some of the questionnaire findings. The data, not only added to the earlier findings but also identified some previously undiscovered factors that impinged on lecturers' support behaviour. To conclude, lecturers' general lack of dyslexia awareness, coupled with the way that they conceptualised dyslexic students showed serious implications for their approach to students' support. Most importantly, the researcher argues that while lecturers' expectation of their own role and that of dyslexic students may be helpful in supporting the more capable and independent students they may not be quite so helpful in supporting those students requiring a more immediate and direct form of dyslexia support.
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Pollak, David. "Dyslexia, the self and higher education : learning life histories of students identified as dyslexic." Thesis, De Montfort University, 2002. http://hdl.handle.net/2086/4089.
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Stoodley, Catherine J. "The cerebellum and dyslexia." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275598.
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Richardson, Alex. "Dyslexia and schizotypal personality." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386577.
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McAliskey, Margaret Mary. "Spelling processes in dyslexia." Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250412.
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Zabell, Claire. "Individual differences in dyslexia." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/770247/.
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The current research attempted to understand individual differences in dyslexia by investigating potential sex differences (behavioural, cognitive and remedial), subtypes and predictors of symptom severity. The results did not specifically support the hypothesis that behavioural factors were related to the increased number of male dyslexics reported in the literature. Cognitive sex differences were identified on the months forwards subtest of the Bangor Dyslexia Test and on the digit span, coding and symbol search subtests from WAIS-IIIUK. In all cases, females outperformed males. Although the ACID, AVID and SCAD profiles were not found to characterise the performance of either sex, performance on the ACID, AVID and SCAD factor scores appeared more related to dyslexia in males. The findings indicated that sex differences may affect the manifestation of dyslexia related problems. Male and female dyslexics did not differ with regard to the level, rate or endurance of improvement following different methods of spelling instruction. Rather than sex, reading ability was found to predict spelling improvement following intervention. The adult dyslexics studied continued to show deficits on a range of tasks usually used to assessd yslexia in children. Although it was possiblet o divide the adult dyslexics into phonological and surfaces ubtypes,s ubsequenta nalysesd esignedt o assessth e utility of this classification system suggestedth at the validity of the subtypesw as questionable. Similar measures were found to predict the reading ability of dyslexic and non-dyslexic adults. However, the groups differed with regard to predictors of spelling and reading comprehension ability. Severity differences in one or several underlying core deficits were considered a more meaningful way of accounting for individual differences in dyslexia than the existence of distinct subtypes.
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Wybrow, Dean P. "Subtypes of developmental dyslexia." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654953.
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This thesis is an examination of the idea that dyslexia is a heterogeneous condition and can be characterised by distinct subtypes. The thesis contains four studies conducted on a sample of 41 dyslexic children and around 300 normally reading children. The first three are concerned with the theory that the dual route model of reading applies to developing as well as adult reading. Study One used a regression outlier approach to compare children's nonword reading and irregular word reading and found that roughly equal incidence of surface and phonologica l dyslexia can be found in children. Study Two found, via path analysis of component reading tasks in normal readers, that a particular well-used reading test is inappropriate for use in some studies of surface dyslexia, and Study Three showed, via analysis of predicted word reading ability compared to age, that the dual route model is capable of predicting children's reading performance. Study Four was an investigation of the hypothesis that some dyslexic children have naming speed deficits rather than phonological deficits and the further hypothesis that surface dyslexia and naming speed dyslexia are two manifestations of the same condition. Use of the regression-outlier approach to compare naming speed, nonword reading and irregular word reading found limited support for these hypotheses. The thesis shows that the dual route theory is applicable to developing reading and that dyslexia is characterised by heterogeneity. Future research should bear in mind the diverse nature of dyslexics and attempt to explain this diversity.
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Kirkby, Julie. "Binocular coordination and dyslexia." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/143333/.
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Developmental dyslexia is suggested to affect approximately 5-10% of the population (Habib, 2000). The most influential theory of dyslexia is the phonological-deficit theory of dyslexia (Liberman, 1973; Stanovich, 1988; Snowling, 2000). An alternative explanation is that visual deficits can lead to reading difficulties (e.g. Stein & Walsh, 1997). To date the findings are mixed regarding the extent of visual deficits within the dyslexic population. Whether these problems represent a cause, correlation or consequence of the reading difficulty also remains highly controversial. The data presented throughout this Thesis examined the possibility that reading difficulties, associated with dyslexia, are linked to poor binocular coordination. In three experiments binocular eye movements of adults, typically developing children and children with dyslexia were measured while they read sentences or scanned dot string targets. In these experiments findings of previous binocular studies were replicated. Specifically, fixation disparity was modulated by the amplitude of the preceding saccade and the fixation position on the screen regardless of whether fixations and saccades were targeted to dots or words. Additionally, during the dot scanning task adult’s binocular coordination was improved in relation to children’s, but no reliable differences were found between the three groups. Critically, a significantly greater magnitude of fixation disparity was found for dyslexic children compared to typically developing children and adults during the reading task alone. The existence of linguistically modulated differences in binocular coordination for dyslexic children is a novel finding. The patterns of results from the three experiments indicate that poor binocular coordination in dyslexic children is restricted to reading linguistic material. Clearly, this represents a stimulus specific deficit in regard to binocular coordination, for children with dyslexia.
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Andersson, Erik, and Soha Abdelmalek. "Dyscalculia/Dyslexia - A Dichotomy?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27452.
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In this article, we analyse similarities and differences in and between two very topical issues in today's learning disabilities, namely dyscalculia and dyslexia. More precisely, we introduce the nature of mathematics as science, which - of course - is the essence of the matter. From this, we will try to prove that dyscalculia is not a concept by itself, but merely yet another one of the sad guises of dyslexia. This will completely answer the question given by the title of the thesis.
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Dailey, Natalie S., and Natalie S. Dailey. "Neurological Models of Dyslexia." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622935.
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The reading network is only partially understood and even less is known regarding how the network functions when reading is impaired. Dyslexia is characterized by poor phonological processing and affects roughly 5-12% of the population. The Dorsal-Ventral and Cerebellar-Deficit models propose distinct behavioral and structural differences in young adults with dyslexia. Behavioral assessments were used to determine if deficits for young adults with dyslexia were restricted to the literacy domain or dispersed among reading and associated behavioral domains. Diffusion tensor imaging (DTI) was used determine the extent to which white matter pathways and gray matter regions differ structurally in young adults with dyslexia. The present study also investigated whether brain-behavior relationships exist and are consistent with the theoretical models of reading in this population. Findings show that young adults with dyslexia exhibited deficits in both literacy and associated behavioral domains, including verbal working memory and motor function. Structural findings showed increased fractional anisotropy in the left anterior region (the aslant) and decreased fractional anisotropy in left posterior regions (inferior occipital fasciculus and vertical occipital fasciculus) of the reading network for young adults with dyslexia. Brain-behavior associations were found between the right inferior frontal gyrus and decoding for those with dyslexia. These findings provide support for the use of an altered reading network by young adults with dyslexia, as outlined by the Dorsal-Ventral model of reading. Limited structural and behavior findings support of the Cerebellar-Deficit model of reading, findings that warrant additional investigation.
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Evans, Bruce J. W. "Ophthalmic factors in dyslexia." Thesis, Aston University, 1991. http://publications.aston.ac.uk/14626/.
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Although the role of ophthalmic factors in dyslexia remains the subject of controversy, recent research has indicated that the correlates of dyslexia may include binocular dysfunction, unstable motor ocular dominance, a deficit of the transient visual subsystem, and an anomaly that can be treated with tinted lenses. These features, typically, have been studied in isolation and their inter-relationship has received little attention. The aim of the present research was to investigate ophthalmic factors in dyslexia, with a particular emphasis on the interaction between optometric variables. Further aims were to establish the most appropriate investigative techniques for optometric practice and to explore the relationship between optometric and psychometric variables. A pilot study was used to refine the experimental design for a subsequent detailed study of 39 children with a specific reading disability and 43 good readers, who were selected from 240 children. The groups were matched for age, sex, and performance IQ. The following factors emerged as correlates of dyslexia: slight impaired visual acuity; reduced vergence amplitudes; increased vergence instability; decreased accommodative amplitude; poor peformance at tests that were designed to assess the function of the transient visual system; and slightly slower performance at a non-verbal simulated reading visual search task. The `transient system deficit', as measured by reduced flicker sensitivity, was significantly associated with decreased accommodative and vergence amplitudes. This links the motor and sensory visual correlates of dyslexia. Although the binocular dysfunction was correlated with increased symptoms, the difference in the groups' simulated reading visual search task performance was largely attributable to psychometric variables. The results suggest tht optometric problems may be a contributory factor in dyslexia, but are unlikely to play a key causative role. Several optometric variables were confounded by psychometric parameters, and this interaction should be a priority for future investigation.
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Ellis, Antony Robert. "Dyslexia and time : a comparison of speed and accuracy of young dyslexics and non-dyslexics on time recognition and time management by adult dyslexics." Thesis, University of Chester, 2013. http://hdl.handle.net/10034/311003.
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This research describes two invesitgations into temporal processing by dyslexics. Firstly, the accuracy and speed of response that dyslexic children and matched controls demonstrate on three types of time comparison task was explored. The participants were 96 boys and 24 girls, divided into three age bands: 7:0 - 7:11; 11:0 - 11:11 and 14:0 - 14:11 years of age of whom 60 were dyslexic and 60 non-dyslexic. Dyslexics in all age bads took longer and made fewer correct responses than non-dyslexics in time telling. Younger dyslexics were differentially disadvantaged when compared to older dyslexics in speed and correctness. Both groups showed improved accuracy and speed with age. The dyslexic cohort aged 14 years improved in accuracy from age 11, though with only marginal improvement in reaction time speed. Complex time perception proved most difficult for both groups. Reason for these differences are discussed with reference to limited sort-term memory problems affecting performance especially for dyslexics. The research substantiates particular theories of dyslexia and a new model helps to explain the process. Practical implications are suggested for parents, teachers and examiners concerned with dyslexic children. Secondly, the time management skills of dyslexic and non-dyslexic adults were examined for 43 dyslexic and 41 non-dyslexic particpants who answered an online questionnaire about their time management skills. The adult questionnaires revealed that dyslexics find time management, estimation, planning and sticking to a schedule particualrly difficult, resulting in task delay or incompletion, and heightened levels of stress as time pressures increase. Questions revealed lack of confidence in time management techniques amongst dyslexics. Many dyslexics had found these difficulties placed severe contraints on career choices, areas of employment and lifestyle. Possible reasons for these diffierenecs are discussed with an accompanying model that stresses the contraints caused by poor working memory.
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Lemasters, Shelley J. "The comparative analysis of the dyslexia screening instrument and the dyslexia screen tool." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=513.
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Ingesson, S. Gunnel. "Growing up with dyslexia : cognitive and psychosocial impact, and salutogenic factors /." Lund : Dept. of Psychology, Lund University, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016366470&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Blakkisrud, Sara. "Läs-och skrivsvårigheter/dyslexi : -nu och förr." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-683.
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The purpose with this essay is to get an insight on how the school has changed over the past years in terms of reading- and writing difficulties/dyslexia. In the literature studies I mention reading- and writing difficulties and the reasons why some people get these problems. Further on in the literature study it is written about what the education act and the curriculum say about the school’s duties towards pupils in need of special support.
The result contains interviews with one language pedagogue and one special pedagogue who work in two different municipalities. In addition I interviewed two former pupils who went to school 15-20 years ago.
I came to the conclusion that today’s schools have changed to the better for the pupils with difficulties. During the 1990’s the problems around dyslexia was getting attention in the society. This made the school more aware about reading- and writing difficulties/dyslexia and gave them more knowledge about the difficulties.
Sammandrag
Syftet med denna uppsats är att få en inblick i hur skolan har förändrats under de senare åren vad gällande elever med läs- och skrisvårigheter/dyslexi. I litteraturgenomgången tas läs- och skrivsvårigheter/dyslexi upp och vad det finns för bakomliggande orsaker till varför vissa personer får dessa svårigheter. Vidare står det om vad skollagen och läroplanen säger om skolans skyldigheter till att hjälpa elever i behov av särskilt stöd.
Undersökningen som behandlades i resultatet omfattade intervjuer med en språkpedagog och en specialpedagog som är verksamma i två olika kommuner samt intervjuer med två före detta elever med dyslexi som gick i skolan för cirka 15-20 år sedan.
Resultatet av undersökningen visade på att dagens skola har förändrats till det bättre för elever med dessa svårigheter. Under 1990-talet uppmärksammades dyslexiproblematiken i samhället vilket gjorde att skolan blev mer medveten och fick kunskap om läs- och skrivsvårigheter/dyslexi.
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McNulty, Michael A. "Dyslexia and the life course." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2000. http://www.icsw.edu/_dissertations/mcnulty_2000.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2000.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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MacPhie, Ian Laurence. "The molecular genetics of dyslexia." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400145.
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Morgan, Jane Louise. "Stimulus equivalence and developmental dyslexia." Thesis, Bangor University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362133.
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Chapman, Jade. "Molecular genetics of developmental dyslexia." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/55076/.
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Developmental Dyslexia (DD) is a complex, cognitive disorder which is characterised by an impairment in reading despite adequate educational, motivational and intellectual opportunities. Family and twin studies have shown that this common neurodevelopmental disorder has a highly heritable component. The aim of this thesis was to identify novel susceptibility variants for DD using several approaches. A candidate gene study was conducted, testing variants within the genes CDC42, PRTG, KIAA0319L, DCDC2b and RIOK3 for association with DD in the Cardiff case-control sample. None of the variants within these genes showed a significant association withDD. A genome-wide association study (GWAS) was conducted in collaboration with other groups as part of the NeuroDys consortium, using DD cases from Europe and population controls. 27 of the most significant SNPs identified were selected and genotyped in a larger replication sample. 8 of these showed a significant association with DD, with the most interesting SNPs within the gene SNX29. An additional GWAS was conducted by the NeuroDys consortium in the form of a pooling study using a larger array. 38 of the most significant SNPs identified were selected for individual genotyping after which 14 remained significant, with the most interesting within the genes TMC1 and WDR78. Another GWAS was conducted in the form of a pooling study using the Cardiff cases and screened controls only. 57 of the most significant SNPs identified were selected for individual genotyping of which 54 remained significant. This study highlighted a number of interesting genes and demonstrated the effect of using a homogeneous case-control sample when conducting pooling studies. Analysis of copy number variants (CNVs) was also conducted using data from the initial NeuroDys GWAS. This study highlighted the technical issues that can affect the outcome of such studies. As such, the CNVs in this study need to be validated before these results can be relied upon. To conclude, some interesting variants have been identified in this thesis but further work is required to confirm these findings.
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Perkin, Glynis. "Mathematics learning support and dyslexia." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8021.
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This research identifies, through an extensive series of exploratory and explanatory case studies, the mathematical difficulties that might be encountered by dyslexic engineering students. It details support mechanisms that may be put in place to help these students reach their full potential and makes suggestions for the introduction of measures at institutional level to ensure compliance with current legislation. This is an area, identified from the literature search, that has not, until now, been the focus of any substantial research activity and thus the findings form an original and significant contribution to knowledge in this field. The findings are not only intrinsically interesting but will also be of use to practitioners of mathematics, support staff, staff developers and policy makers in higher education. A literature review gives historical background on the development of education in general, and mathematics in particular, in the UK. The main theories and problems associated with developmental dyslexia are also given. Surveys were undertaken to determine the extent of mathematics learning support in UK universities and also to determine the extent of the provision of mathematics support to dyslexic students. Using case study research and by providing one-to-one mathematics support, the difficulties encountered by dyslexic students were investigated. Related work is an exploratory study into the use of different media combinations in Computer Assisted Assessment. Additionally, an in-depth case study of the Mathematics Learning Support Centre at Loughborough University has been undertaken and is reported in detail with recommendations for changes suggested. The results of this research show that mathematics learning support is widespread and often essential to bridge the gap between school mathematics and university level mathematics but specialist mathematical support for dyslexic students is rarely available. It is determined that dyslexic students can be impeded in their learning and understanding of mathematics as a direct result of their dyslexia. Recommendations for further study in some areas and future lines of inquiry in others are suggested.
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Chan, Sau-wai Elaine, and 陳秀慧. "Late-emerging dyslexia in Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50638932.
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The present thesis aimed to identify and examine children with late-emerging dyslexia (LED) in Chinese. They were a group of children who only met the diagnostic criteria of dyslexia in their later stage of development after Grade 3. Their cognitive profile in word level and text level skills were compared with those who were diagnosed as dyslexia at their early grades (ED), i.e., before Grade 3. This thesis also aimed to identify early predictors which could discriminate the two groups, the LED and ED groups. Study 1 was a cross-sectional study which aimed to identify a group of LED children in Grade 4 and to examine their cognitive profile. Four groups of participants were recruited. Two groups of Grade 4 dyslexic children participated—36 dyslexic children diagnosed before Grade 3 (the ED group) and 41 dyslexic children diagnosed in Grade 4 (the LED group). There were two control groups, age-equivalent (CA) and reading level equivalent (RA) control groups.
Totally 171 children were administered some word-level and text-level literacy and cognitive linguistic tasks. The LED group was found to be significantly higher than the ED group in word reading fluency and faster than the RA group in RAN, but poorer than the ED group in listening comprehension. Rapid naming, listening comprehension and age were able to predict correctly 73% membership of the LED group and 74.2% membership of the ED group. Subgroup analysis of both groups, with different word reading level, revealed the heterogeneity of the ED group which implied possible diversity in developmental changes prior Grade 4. As some children in the LED group of Study 1 might be unidentified but not late-emerging cases, a longitudinal study was necessary. Thus, Study 2 was a longitudinal study which followed 371 children from 4 local primary schools at Time 1 (Grade 2), Time 2 (Grade 3) and Time 3 (Grade 4). It aimed to identify early predictors which could discriminate the two groups, the ED and the LED who were diagnosed in Grade 3 and 4 respectively. The LED group was found to be similar to the CA group in text reading fluency and significantly better than the ED group in dictation at Time 1. Dictation and word reading fluency of Time 1 and text reading fluency of Time 2 were significant to predict 84.6% membership of the LED and the ED. Their late emerging difficulties were evident in word spelling and text reading fluency. The LED who were relatively superior in verbal memory and morphological awareness at Time 1, in orthographic skills and phonological retrieval at Time 2, are supposed to have acquired the basic skills necessary for word learning in the logographic, cipher and orthographic stage. But at Time 2 and 3, they were found to meet the criterion of dyslexia. Findings of the present study supported that Chinese word learning at the early stage, might only require few cognitive skills, such as phonological and semantic skills but at a later stage, it involved multiple cognitive skills of all three aspects, phonology, orthography and semantics. Overall speaking, a group of Chinese children with late-emerging dyslexia were identified in this study. The prevalence rate was estimated to be around 39% of the total number of dyslexic cases (including both with late-emerging and early diagnosed dyslexia). The LED groups in both studies were found to be better than the ED groups in reading fluency either of word only in Study 1 or both word and text in Study 2. In addition, the LED group of Study 2 was also found to have dictation better than the ED group in Grade 2 but not later. Despite the steady trend of deterioration in literacy skills, the cognitive linguistic skills of the LED group fluctuated. Thus, the present findings supported that younger Chinese learners, particularly in Hong Kong where pin-yin system was not adopted in most schools, could survive with strength in phonological memory and morphological awareness at the early stage. But mature Chinese learners have to acquire multiple cognitive skills of all three aspects phonology, orthography and semantics, in order to maintain adequacy in literacy skills. This was consistent with the multiple deficit model in previous Chinese studies (Ho et al, 2002 & 2004) in contrast with the double deficit model of English (Bowers & Wolf, 1993; Wolf, 1997; Wolf & Bowers, 1999). Such findings also suggested that the development of phonological pathway followed by the semantic pathway in English, proposed by Seidenberg, and McChelland (1989), was not found in Chinese. Instead, the connection between phonology and semantics was first developed followed by the triangular model of phonology, semantics and orthography. Besides, present findings have some implications for practice in assessment and intervention. Educational practitioners should be aware that the performance in dictation, among some children, could be deviated from their reading and that their performance fluctuated developmentally. Also, identification has to be done universally and timely with sensitive screening tools. Assessment tools may include word level such as dictation and word reading fluency and text level such as text level fluency and intervention has to be linked with assessment so as to strengthen the aspect which the children might be weak at a particular stage.published_or_final_version
Educational Psychology
Doctoral
Doctor of Psychology
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Philpott, Matthew John Irvine. "Towards a phenomenology of dyslexia." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/2323/.
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In this thesis I apply Merleau-Ponty's brand of existential phenomenology to the developmental language disorder 'dyslexia'. Developmental dyslexia is marked by an unexpected failure to acquire written language skills, in particularly reading, spelling and aspects of writing, and has primarily been studied by experimental cognitive psychology, physiology, and more recently, the neurosciences. The current explanatory paradigm holds the view that symptoms of dyslexia are caused by deficits in phonological skills, in particularly verbal memory and phoneme awareness. As a means of facilitating previous research, I take a phenomenological approach to the pre-reflective, lived experience of dyslexia by studying the peculiar style of intentional relationships that are developed by dyslexics in linguistic situations. This approach adopts a non-causal, descriptive methodology which attends to the manner in which dyslexics not only have a disrupted experience of the written word, but also a meaningful relationship with language. Using the notion of the 'lived body', I propose that dyslexics are marked by a loosening of body intentionality in linguistic situations, and this is further interpreted as an incohesive sedimentation of skills. I apply these general findings to the topics of spatiality, expression and temporality, and conclude that dyslexics exhibit a different style of being-in-the-world. This difference in style is characterised as an interaction between the propensity to foreclose the transitional and differential structures of perceptual experience, and moreover, the possibility of sustaining a provisional relationship with language through the development of compensatory strategies, the latter of these observations prompting a new line of future qualitative research.
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Riddell, Patricia Mary. "Vergence eye movements and dyslexia." Thesis, University of Oxford, 1987. http://ora.ox.ac.uk/objects/uuid:fc695d53-073a-467d-bc8d-8d47c0b9321e.
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Brookes, Rebecca Louise. "Dyslexia, automaticity and procedural learning." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440905.
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Fawcett, Angela. "A cognitive architecture of dyslexia." Thesis, University of Sheffield, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295122.
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Griffiths, Yvonne Marie. "Individual differences in developmental dyslexia." Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311006.
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Pickering, Susan J. "The early identification of dyslexia." Thesis, University of Sheffield, 1995. http://etheses.whiterose.ac.uk/3001/.
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The objective of this study was to develop a screening test to identify children at risk for dyslexia at four or five years of age. A battery of tests, based on recent theoretical developments in dyslexia research, and including measures such as tests of IQ, phonological and motor skills, and reaction time, was administered to 91 children (including a small group with dyslexic parents or siblings) at the age of four and five years. Subjects were followed up at 6.6 and 7 years, and a group of dyslexic children were identified. Following analysis of differences in the performance of dyslexic and non-dyslexic subjects, a number of measures of phonological skills, fine motor skills and memory were combined to form the Screening Predictive Index (SPI). It was found that early identification of dyslexia was possible at moderate levels, however limitations in the selection of outcome groups may have reduced accuracy of prediction. In addition, slow learners were found to have performed similarly to the dyslexics on the SPI and therefore, to increase tile accuracy of prediction, a further set of tests were combined into an annex to tile SPI - the Screening Predictive Index (II). Background information was also studied. Theoretical issues concerning the early manifestations of dyslexia and the relationship of dyslexia to other forms of poor reading were examined. The findings of tile study supported the existence of deficits in phonological skills in young children with dyslexia, and also difficulties with fine motor skills. However, no clear support for any of the existing theories of dyslexia was found. Further evidence of measures that distinguish dyslexics from slow learners, such as tests of cerebellar function, may be required for the accurate early identification of dyslexia.
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Duncan, Lynne G. "Cognitive impairments in developmental dyslexia." Thesis, University of St Andrews, 1992. http://hdl.handle.net/10023/13512.
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The nature of cognitive impairments in developmental dyslexia was investigated in two studies. The issue of heterogeneity was addressed and an attempt was made to identify cognitive processes which might feature in a dimensional model of reading ability. The first study examined the hypothesis that developmental dyslexics are delayed in their general perceptual development. Phonological, visual and tactile segmentation skills were assessed together with nonword naming ability. As a group, the dyslexics were only impaired for reading age at phoneme deletion and nonword naming. However, individual variation was present within the dyslexic group. Individuals exhibiting severe impairments were identified in tests of rhyme judgement, auditory organisation and visual segmentation. The perceptual delay hypothesis received only limited confirmation. The dyslexic group was impaired at the most analytical level of phonological segmentation, but not at more holistic levels. Visual and phonological segmentation skills showed some association, but were dissociated from performance in the tactile modality. The second study further explored these findings using a new sample. This dyslexic group also suffered nonword naming impairments for reading age. However, like their reading age controls, they showed a processing advantage for onset and rime units in a phonological deletion task but not in an orthographic lexical decision task. The efficacy of long-term memory representations was assessed. Individuals within the dyslexic group displayed a very deviant performance in a repetition memory task, and the group as a whole was impaired at recognising words to which they had been repeatedly exposed. It was concluded that the difficulties experienced by individual dyslexic children were varied, and that less frequent problems were likely to be overlooked by assessing impairment in developmental dyslexia in terms of group performance. Further investigation of how visual and memory processes relate to reading development would be a worthwhile addition to the extensive work linking phonological processing with reading achievement.
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Altarelli, Irene. "Neuroanatomical correlates of developmental dyslexia." Paris 6, 2013. http://www.theses.fr/2013PA066411.
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Developmental dyslexia is a specific learning disorder that impacts reading abilities, despite normal education, intelligence and perception. The aim of the present work is to determine its neuroanatomical correlates, with the broader goal of identifying associations between genetic variants, brain anatomy and cognitive impairments. To this end, three studies were conducted, comparing magnetic resonance images of dyslexic and control subjects. In a first study, we analysed a variety of cortical measures with both a region of interest and a global vertex-by-vertex approach. A trend for increased cortical thickness in dyslexic subjects in a precentral cluster was found, as well as preliminary results on cortical folding abnormalities. In a second study, we focused on the ventral temporo-occipital regions, looking at the structure of functionally defined areas. We defined the subject-by-subject location of cortical regions preferentially responding to written words, faces or houses. A cortical thickness reduction in dyslexic subjects was observed in the left-hemisphere word-responsive region, an effect exclusively driven by dyslexic girls. Finally, in a third study we examined the anatomical asymmetry of the planum temporale, a region which importance in dyslexia has been widely debated. By manually labelling this structure, we observed an abnormal pattern of asymmetry in dyslexic boys only. To conclude, a number of anatomical correlates of dyslexia have emerged from the work presented here, offering a better characterisation of its brain basis. Importantly, our results also stress the importance of gender, a long neglected factor in dyslexiaLa dyslexie développementale donne lieu à des difficultés persistantes dans l’apprentissage de la lecture, malgré des conditions éducationnelles adéquates et en l’absence de tout déficit sensoriel ou intellectuel. Le travail de thèse présenté ici vise à définir les corrélats neuroanatomiques de la dyslexie, par le biais de l’imagerie par résonance magnétique. Dans la première étude, l’épaisseur et l’aire de la surface corticale ont été examinées, ainsi qu’un indice local de plissement du cortex. Chez les enfants dyslexiques, outre une augmentation marginalement significative de l’épaisseur corticale dans une région frontale gauche, ces analyses ont montré des anomalies de plissement. Dans la deuxième étude, une approche originale a été développée dans le but d’examiner l’épaisseur corticale de régions définies sur la base de leur activité fonctionnelle. Ainsi, un amincissement du cortex a été montré chez les filles dyslexiques, au sein de la région s’activant de préférence en réponse à la présentation visuelle de mots. Enfin, la dernière étude s’est penchée sur une région, le planum temporale, dont le rôle dans le cadre de la dyslexie a été fortement controversé. Pour chaque sujet, cette région a été labellisée et l’aire de la surface a pu être estimée. Ainsi, une anomalie dans le pattern d’asymétrie a été identifié, chez les garçons dyslexiques. En conclusion, ce travail de thèse a permis de mettre en évidence un certain nombre de corrélats anatomiques de la dyslexie, différents selon le genre. Il représente une première étape dans un projet d'envergure consistant à établir les liens entre anatomie cérébrale et variations génétiques connues dans le cadre de cette pathologie
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Knudsen, Lina. "Dyslexia and Foreign Language Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36456.
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This essay looks at the language based disorder dyslexia and how it affects students’ ability to learn a foreign language. It will look closer at the strategies and tools foreign language teachers use to tackle the problems a dyslexic student may have when learning a new language. This research draws upon the interviews of foreign language teachers as well as the existing research on dyslexia and language acquisition. The main research questions of this essay are: How do foreign language teachers describe the disorder dyslexia both from a theoretical perspective as well as from a practical perspective? What difficulties do foreign language teachers have when teaching dyslexicstudent? What strategies do foreign language teachers use when teaching a student with dyslexia? By using the qualitative research approach, interviews, it was found that while foreign language teachers are aware of dyslexia they need to be given more education about language based disorders so that they are more equipped to help their students. This research will highlight the importance of giving foreign language teachers the needed tools and strategies to better support dyslexic students as they learn a new language.
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Bradley, Veronica A. "Varieties of acquired phonological dyslexia." Thesis, Aston University, 1985. http://publications.aston.ac.uk/12145/.
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The existence of different varieties of the acquired reading disorder termed "phonological dyslexia" is demonstrated in this thesis. The data are interpreted in terms of an information-processing model of normal reading which postulates autonomous routes for pronouncing lexical and non-lexical items and identifies a number of separable sub-processes within both lexical and non-lexical routes. A case study approach is used and case reports on ten patients who have particular difficulty in processing non-lexical stimuli following cerebral insult are presented, Chapters 1 and 2 describe the theoretical background to the investigation. Cognitive models of reading are examined in Chapter 1 and the theoretical status of the current taxonomy of the acquired dyslexias discussed in relation to the models. In Chapter 2 the symptoms associated with phonological dyslexia are discussed both in terms of the theoretical models and in terms of the cosistency with which they are reported to occur in clinical studies. Published cases of phonological dyslexia are reviewed. Chapter 3 describes the tests administered and the analysis of error responses. The majority of tests require reading aloud of single lexical or non-lexical items and investigate the effect of different variables on reading performance. Chapter 4 contains the case reports. The final chapter summarises the different patterns of reading behaviour observed. The theoretical model predicts the selective impairment of subsystems within the phonological route. The data provide evidence of such selective impairment. It is concluded that there are different varieties of phonological dyslexia corresponding to the different loci of impairment within the phonological route. It is also concluded that the data support the hypothesis that there are two lexical routes. A further subdivision of phonological dyslexia is made on the basis of selective impairment of the direct or lexical-semantic routes.
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Colgin, Clayton Shawn. "Alternative perceptions of reality: dyslexia." Thesis, The University of Sydney, 2009. http://hdl.handle.net/2123/5349.
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My MVA work, Alternative Perceptions of Reality: Dyslexia, revolves around dyslexia and ways in which dyslexic artists, like myself, represent reality in their art. I focus on how dyslexics perceive space and time, how this is represented in their work and how it manifests in my own work. The introduction describes why dyslexia is relevant to art, provides more detail on dyslexia itself and ways dyslexia can affect perception. Surrealism and Symbolism are discussed in order to draw parallels with dyslexic perception. Chapter 1 describes the influences on my own work, including dyslexia, primitive art and symbolism. The second chapter profiles two well known artists with dyslexia: Robert Rauschenberg and Pablo Picasso. I examine ways in which they represent space or reality and how dyslexic perception is apparent in their works. Similarly, in Chapter 3, I discuss the works of the contemporary dyslexic artists Terry A. Orchard and Katharine Dowson, including the results of interviews and surveys I conducted. Throughout this dissertation, I also discuss my own experience of dyslexia and how it is expressed through my paintings. In the conclusion, I discuss what I have learned about the work of myself and other dyslexic artists: How our paintings are a glimpse of alternative inner realities.
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Colgin, Clayton Shawn. "Alternative perceptions of reality: dyslexia." University of Sydney, 2009. http://hdl.handle.net/2123/5349.
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Master of Visual ArtsMy MVA work, Alternative Perceptions of Reality: Dyslexia, revolves around dyslexia and ways in which dyslexic artists, like myself, represent reality in their art. I focus on how dyslexics perceive space and time, how this is represented in their work and how it manifests in my own work. The introduction describes why dyslexia is relevant to art, provides more detail on dyslexia itself and ways dyslexia can affect perception. Surrealism and Symbolism are discussed in order to draw parallels with dyslexic perception. Chapter 1 describes the influences on my own work, including dyslexia, primitive art and symbolism. The second chapter profiles two well known artists with dyslexia: Robert Rauschenberg and Pablo Picasso. I examine ways in which they represent space or reality and how dyslexic perception is apparent in their works. Similarly, in Chapter 3, I discuss the works of the contemporary dyslexic artists Terry A. Orchard and Katharine Dowson, including the results of interviews and surveys I conducted. Throughout this dissertation, I also discuss my own experience of dyslexia and how it is expressed through my paintings. In the conclusion, I discuss what I have learned about the work of myself and other dyslexic artists: How our paintings are a glimpse of alternative inner realities.
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Marogna, Veronica <1988>. "Dyslexia and Foreign Language Teaching." Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2346.
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The study investigates the use of teaching accommodations towards pupils with dyslexia. The aim of the study is to verify whether there are accommodations in teaching, testing and assessment practice that ease foreing language learning for dyslexics. Secondly, whether foreign language teachers use these accommodations in their classroom. Partipiants of the study were asked to fill in an online questionnaire.
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Jusufi, Qefsere. "DYSLEXIA, AWARENESS AND DISCRIMINATORY POTENTIAL : Perceptions of dyslexia among teachers in primary schools in Prishtina." Thesis, Linnéuniversitetet, Institutionen för socialt arbete, SA, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34209.
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Background The most common reading disability is dyslexia. This reading disability encompasses various symptoms such as poor spelling outcomes, reading fluency and difficulties in expressing oneself. Failur to diagnose children coping with dyslexia is a potential risk of discrimination and social exclusion. Aim The aim of this Master thesis is to explore if the primary school teachers in Prishtina are conscious of the term dyslexia. This provides a better understanding of teacher’s perceptions about dyslexia and to which extent they are aware of it. An additional purpose is to investigate teachers’ awareness of their responsibilities to provide equal opportunities for these children. Method A qualitative research, using an open-ended and semi-structured questionnaire had been utilized to collect data about teacher’s awareness and knowledge concerning dyslexia and its issues. The texts provided by the surveys were subjected to thematic analysis. Result The results of the presented qualitative research helped to understand the awareness of the primary teachers in Prishtina concerning the term dyslexia. The findings showed that most of the teachers heard about dyslexia, but demonstrated clear misconceptions of what dyslexia is. Even though the majority of teachers had misconception of dyslexia, more than half of them considered their role as very important to provide equal opportunities for children coping with dyslexia. Conclusion One of the significant findings to emerge from this thesis is that the primary teacher's of Prishtina have misconceptions about dyslexia. The results of this study support the idea that due to the lack of knowledge among teachers about dyslexia, children coping with dyslexia might be at risk of discrimination and exclusion comparing to other children.
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Majer, Vanessa. "Perceptions of dyslexia held by students with dyslexia and their teachers within a secondary school." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42927.
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This research conducted within a rural, 11-16 all ability secondary school, in the East Midlands, explores how dyslexia is perceived by students with dyslexia and their teachers. An interpretative study it takes the epistemological stance of social constructivism, drawing together salient concepts from literature to synthesise a Conceptual Framework which is used to formulate research questions, inform methodology and act as an analytical tool. Perception is integral to learning; teachers’ perceptions impacting upon pedagogy, interaction and curricular opportunities, whilst students’ perceptions affect motivation and academic achievement. Dyslexia is a complex condition, a disability, presenting in different forms with varying degrees of severity, creating definitional and diagnostic difficulties, misconceptions and debate. Two dominant models of disability exist; a social model and a medical model. The former suggests society disables, whereas the latter views deficits as intrinsic to the individual. Data gathered through group interviews with students with diagnoses of dyslexia, semi-structured interviews with teachers and policy documents identifies perception as a complex dialectic of biological, psychological and cultural factors. SEND policy whilst formulated within an inclusive social model promotes a medical model of disability; language perpetuating the notion of the deficient student and affirming socio-historic connections between literacy and intelligence. Teachers perceive dyslexia through a medical model impacting upon pedagogy; intervention remediating difficulties. Intervention however, comprehended as barrier removal; a social model. Diagnosis is significant to student perception. Pre-diagnosis socio-historic links between literacy and intelligence were palpable. Diagnosis explains difficulties; literacy no longer a measure of intelligence, the label overcoming the stigma poor literacy skills engender. Providing a student voice the research, has implications for policy and practice, inviting practitioners and policy-makers to consider barriers to learning and examine practice.
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Farruggia-Bochnak, Antonio Giuseppe. "Beyond four dyslexia paradigms : an alternative perspective on dyslexia and emancipatory intervention on self-concept." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7145/.
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This study postulates that there are currently four main dyslexia paradigms. These paradigms are: a) the Positivist-Intrinsic-Dyslexia-Paradigm, which reflects positivist studies on dyslexia that hold the etiological view that dyslexia exists intrinsically to the individual (of constitutional origin), b) the Interpretivist-Intrinsic-Dyslexia-Paradigm, which holds the etiological view that dyslexia exists intrinsically to the individual c) the Positivist-Extrinsic-Dyslexia-Paradigm, which reflects studies on dyslexia that hold the etiological view that dyslexia exists extrinsically to the individual (not of constitutional origin), and, d) the Interpretivist-Extrinsic-Dyslexia-Paradigm, which reflects studies on dyslexia that also hold the etiological view that dyslexia exists extrinsically to the individual. This study moves beyond the four main dyslexia paradigms by combining the I-E-D-Paradigm with elements of Burrell and Morgan's (1979) sociological Radical Humanist Paradigm, thus creating a Radical I-E-D-Paradigm from which to conduct the present study. From the position of a Radical I-E-D-Paradigm this study develops an alternative perspective on dyslexia, i.e., a non-constitutional perspective on dyslexia (N-C-PoD), and, emancipatory intervention aimed at assisting 'dyslexic' students to explore their perceptions of dyslexia. This study explores the influence that the N-C-PoD and emancipatory intervention has on the descriptions of dyslexia, in relation to self-concept, of two 'dyslexic' students studying in tertiary education.
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Spence, Cynthia Jenina. "Dyslexia: A struggling reader's journey towards literacy." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3353.
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The purpose of this research paper is to investigate how dyslexia is currently being defined and debated by both the academic and scientific communities. Additionally, this thesis analyzes how dyslexia is presently being dealt with in the classroom and how this disability is represented in children's literature.
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Johansson, Helena. "Dyslexia:Assessment and Examination of Dyslexic Students, Dyslexi: Bedömning och Examination av dyslektiska elever." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29805.
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The purpose of this degree project is to address the issue of dyslexia in the language classroom. It explores how teachers understand, address and work with dyslexia in relation to assessment and examination. The research has been based on qualitative interviews conducted with three working teachers: two English teachers and one Swedish teacher who is specialized in special aid teaching. Along with a theoretical background regarding useful research, relevant terms and definitions used in the discussion concerning dyslexia, the research establishes that interviewed teachers understand what working with dyslexic learners entails. However, there is lack of insight into Skolverket (The National Agency for Education) and the actual recommended procedures when assessing and examining dyslexic learners. This research highlights the importance of giving educators the tools and strategies needed to support dyslexic students in the examination situation and how to fairly assess these students.Keywords: Dyslexia, assessment, examination, reading and writing difficulties.
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Sims, Rebecca. "Dyslexia : experiencing label-learning from the positive experiences of young people with dyslexia in mainstream education." Thesis, University of East London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533048.
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The research used a case study approach to explore the perspectives of six dyslexic learners, who had been identified as succeeding in school. The research took a Positive Psychology approach by seeking to distil the key factors contributing to the dyslexic learners' success. Semi-structured interviews, using a solution focussed approach, enabled pupil perspectives to be gathered. The interview questions related to how the pupils made sense of the label of dyslexia, what personal strengths and interests they had, how they had been supported within school and outside of school and ways in which this could be improved. The complementary method of a focus group was also used to gather the perceptions of the same group of dyslexic learners, regarding how support could be improved. Thematic analysis of the interview and focus group transcripts revealed four main themes. The first theme was dyslexia being a learning difference, which exists on a spectrum of need and impacts on dyslexic learners in different ways. The second theme was the importance of friendships and a desire to learn. The third theme was the belief that the school system should be inclusive and effective and finally, the fourth theme was that parents were viewed as a major source of emotional and practical support. The implications of this research project were that dyslexic learners should be construed as a heterogeneous group, with varying needs. Accompanied with this was the importance for such pupils to learn with their peers and for individual support to be age appropriate and sensitively provided. Protective factors were present in the form of key personal strengths, which were also desired in teaching and support staff. This was discussed within the Positive Psychology character strengths and virtues framework, which was found to be an effective way in which to discuss and identify personal strengths. The key interesting findings were the presence of a range of protective factors supporting the dyslexic learners in their learning. In addition, the research revealed that the learners did not want to be defined by the label of dyslexia. The implications for future research and educational psychology were discussed.