Literature Review on Dyslexia

This assignment provides a detailed review of various research studies and academic articles related to dyslexia. The literature review covers topics such as the definition and characteristics of dyslexia, its impact on individuals and society, and effective teaching methods and interventions for supporting students with dyslexia. A range of sources are cited, including books, journals, and online resources.

LEARNING DISABILITIES

Table of Contents
INTRODUCTION...........................................................................................................................1
PART ONE ..................................................................................................................................1
PART TWO ................................................................................................................................3
CONCLUSION ...............................................................................................................................9
REFERENCES..............................................................................................................................10

INTRODUCTION
Learning disability is related to the difficulty in understanding and learning. Most of the
people generally confuse it with physical disorder which is a very different thing (Leij, 2013).
Their is a general perception that if someone is not normal than it means that he/she is mentally
retarded. If a person behave in awkward way then there is a high probability that they have some
disability. Dyslexia is condition which is normally find in the teenagers. A child have normal
intelligence in this case but they cannot face various kind of trouble in the reading. This essay
will discuss about the thinking of society towards learning disabilities and the background to
diagnosis of dyslexia. Key legislations and their impact will also become part of this report.
Some strategies for empowering disable people will be included under this project. Their are
various agencies who are trying to train professionals so they can provide better service to the
children who are suffering from any learning difficulty. Their work will be analysed in this
assignment.
PART ONE
Mark is a teenager who is coping with a learning disability of dyslexia. People may think
that he is weak student but they have not seen his creative side. Drawing and making innovative
stuff from garbage are some of his main hobbies. He like to spend most of the time his pets,
normally other children of his age do not like to include him at the time of playing any sports. He
does not complain about it because of his introvert nature and his friends make his fun he fail to
understand the basic rules of the game. Mark has many drawing books and he spend at-least
couple of hour daily on filling these magazines. He like to collect insignificant stuff like empty
cane of Coke. His creative skills are remarkable, he has interest in making different kind of
gadget from these useless stuff. He also like to watch cartoon serials and he has an ability to
draw mesmerising pictures of his favourite character.
Mark has a elder brother who is very intelligent. He is topper of his class and he is very
active in extra curriculum activities. Mark's father work in a multi-national corporation, he is
head of marketing department in this company and most of the time he is on a tour. His father
has a strict nature and Mark sometime find him intimidating. His mother is a home-maker and
primary care-giver. She knows that Mark has dyslexia and she provide her teach her at home
because he cannot understand or learn new things in less time. She normally try to use games,
which Mark like, so he take interest in studies. She never ask him to speak in public and
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introduce Mark to family members until he get necessary confidence. Once Mark is feel
comfortable then she introduce it to the family members. She appraise him for various kind of
drawings which he make in no time. They live in a flat but sometime for treatment Mark has to
stay in learning support centre for one or two months. He like to attend the events which are
related to painting. Every child who is suffering from the disability of dyslexia should be seen as
whole (Raschle, Chang and Gaab, 2011). He may not read a book in a proper or right spelling of
a word in three different way in a single sentence but this does not mean that he is different.
Mark like to attend various events which are organised by learning support centre. He find
people with similar problems and some highly qualified tutor in these programmes. They
understand his thinking in a better way and treat him in an appropriate manner. Mark
communicate in normal way but he fail to make people understand the exact thing that is
running in his mind. He does not have much confidence in his personality and this is the prime
problem for him. Even he know the right answer, because of his poor communication skill, he
cannot tell it to the teacher. Some of the sensors of Mark are not working properly, he cannot
judge the speed of a ball which is coming to his direction. At the age of 12, a student can easily
read the books and poem but Mark cannot right letter like A,Z etc. sometime. He does not have
any mobility and any additional heath issue.
Sensory issue are the main hurdle for him in understanding the velocity of an object
(Ramus and Ahissar, 2012). If someone ask him to throw ball in right direction then he throw is
in a completely different side. This issue stops him for participating in various sports events. A
person like Mark who can make mesmerising paintings cannot has very poor writing. This is
because of his learning difficulty. Dyslexia is more about mental trauma compare to any physical
disability (Lobier, Zoubrinetzky and Valdois, 2012). People think that if a person cannot read a
book or write a single line properly then how can they earn their livelihood in upcoming time.
Mark often complain that the prime cause behind his inability to read a book is that he sees letter
flying. This is not a mental defect, it is related to the sensory issues. Mark cannot ride a bike
because of his weak sensors and he fail to understand the speed of and direction of a project
which is coming towards him. His hand-eye coordinator is not fine and this is the prime reason
that he cannot throw a ball in a direction where he want to throw it.
Normally people think that if a person is suffering from Dyslexia then he cannot go in
mainstream school (Elliott and Grigorenko, 2014). Their is no need of special kind of schools for
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these people. They just need some extra attention and additional education activities. Mark is
extra classes where he is attending one-to one teaching session in very small group. The teacher
is also specialist and he have a special training for providing education to the children like Mark.
They know that these kind of students take lot of time for learning a small thing so a high level
of patience should be kept at the time of teaching them. Sometime phonics are used in the
teaching process, smaller sounds help Mark in understanding a word in a better way. Latest soft-
wares are also used for making the learning process interesting (Aaron, 2012). Recreational
activities are necessary for attracting Mark towards the education process. His tutor know that he
is like paint, he use his hobbies pouring confidence in his personality. He praise him for good
work, this motivate him to give more time to special kind of learning. A highly trained tutor can
read the mind the mind of a student, this help him in developing a child like Mark in a better
way. Mark need extra classes in the school, a special teacher should be appointed for him so he
can teach Mark in way which is appropriate for him. His teaching should involves the things in
which he is good, like painting. This will increase the confidence in his personality and he will
take more interest in learning procedure.
PART TWO
The problem of Dyslexia is gaining popularity in this people (Pumfrey and Reason,
2013). Earlier people were considering Dyslexic people different but now they understand that it
is not a big problem and people facing this problem may be considered as genius in upcoming
time. Mark is facing rapid naming deficit type of Dyslexia. He cannot name a letter or number
when he see them. He can speak a letter but it take more time compared to a normal person. At
the same time he is also suffering from visual dyslexia, he complained that sometime he saw
words flying and this is main reason that he fail to read them in the class. This is a symptom of
visual dyslexia, Mark cannot recognize the words by sight. Normally people confuse it with
disability relating to eyes but this is a completely different thing. The main reason behind this
problem is that Mark do not remember what the word looks like. If he learn some new words or a
mathematical formula toady then yesterday he forget most of them (Reid, 2016).
Government of UK is understand the significant of this issue and they are trying to pay
special attention to the people who are suffering from this kind of problem. According to an
estimation, the people who remain illiterate because of the Dyslexia are basically cost around 2.5
billion pound of to the nation. British dyslexia association started a helpline for the parents who
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think that their children may have suffering from this learning disorder. NHS also showed their
commitment regarding this issue and they have made various policy relating to this matter
(Handler and Fierson, 2011). They are providing care homes to the children like Mark, their
parents can also live with in these homes. Government gave instruction to the Department for
children, Schools and families (DCSF) that they should start short courses for the teachers so
they can identify a child with problem of dyslexia and treat them according.
Rose report, 2009 also talked about this need. Children and families act states that their
should be single plan for health and education for the children who are coping up with the
trouble of dyslexia. These kind of children take time to understand small thing relating to reading
writing. Normally people demotivate them for this disability by raising question relating to their
fit-ability in the society. They argue the if they cannot learn small things than how can they
complete in this fast changing world. These comments make a negative impact on their moral
and mental heath (Ellis, 2016). Local authorities and schools have to play significant role in for
making parents aware about the special needs and disabilities (SEND). They must communicate
the policies made by local authorities and Central government to the parents so they can avail
their benefits and provide correct treatment to their children. Dyslexia is a specific learning
difficulty, Mark can apply for disabled student allowance (DSA). In order to quality for DSA,
Mark need to provide the report of assessment done by a psychologist. They can also submit the
report made by qualified specialist teacher. This amount can be used for buying specialist
equipments like screen reading software etc. The salary of specialist tutor can also be made
through this (DSA). Mark is living in London, he can apply to NHS-funded courses. They are
providing various kind of facilities to disabled person, they have also started different program
for the parent of children who are suffering from dyslexia. Person united plans are those plans
which assist a patient in getting their treatment according to their need. Person centred approach
(PCA) was developed by Carl Rogers, this approach states that every person has his/her own
potential and they should be treated in different manner. A general approach will not solve their
issues. Community mapping is telling society about what is going on in the community, by using
co-production and communicating people about concepts like PCA and person unified plans,
their knowledge can be enhanced and they will raise more support to the causes of various kind
of learning disability.
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These polices are helping Mark is getting necessary support (Carrion‐Castillo, Franke and
Fisher, 2013). Money is not a big issue in these cases, the main point is quality services. Parents
of cannot understand his problems because they have never faced these problems in their life. A
specialist tutor have proper training for teaching a student like Mark. If they spend more time
with him then he can learn correct methods of remembering words and mathematical formulas.
British dyslexia association made various kind of rules for betterment of people who are affected
by dyslexia. The schools in UK have to focus on proving special attention to the Mark he can
learn new things and do not feel insecure in the class. DSA is helping parents of Mark in paying
high fees of the specialist tutor. He is attending one-to-one because it is considered as the correct
approach for teaching a child who is facing disorder of dyslexia. Some soft-wares are being used
at the time of teaching. According to the rules made by Government of UK, Mark can pay
money for these soft-wares from DSA. New technology play significant role in making things
interesting for Mark.
Schools cannot lave Mark on the basis of this difficulty, he need more attention from the
sides of teacher. Rose report 2009 recommended that every school should organise some basic
training session to the teacher so they can find the problem of dyslexia in a child and teach them
in a appropriate way (Blachman, 2013). Mark need support from a specialist teacher, his school
can arrange it for him. They do not have to bear the burden of fees because the Mark is eligible
for DSA and his parents can pay additional fees to the tutor from this amount. They can get non
medical allowance up to £21,305 and at the same time the general allowance is £1,790 (Dyslexia.
2017). If teacher need to buy some special equipment for Mark then his parents can pay the
purchasing amount from the special equipment allowance. Mark can get a financial assistance of
5,358 for buying these equipments (Dyslexia. 2017). Government of UK has made different type
so rules regarding helping children who have dyslexia but most of the parents take benefits of
provision relating to DSA. Local authorities have their own rules like someone them provide
care-home to the children like Mark. He can also think about living in a care-home because it
will give him a favourable environment. He will not feel isolated in care-home because he can
easily find more children like him.
NHS also provide these kind services, they allow parents to live with their children in
care-home (Washburn, Joshi and Binks‐Cantrell, 2011). These care-homes have specialist
teacher who got training for teaching disable children. They know the correct way of teaching
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and this can help Mark in learning various things in short period of time. These tutors do not
only focus on weaknesses of Mark, they will also explore the qualities which is present in his
personality. He is great ability to make painting, he can also make different kind of instrument by
using material for the garbage. These teacher can teach basic things to Mark so he can live
normal life but at the same time they try to hone his skills of painting because this is one talent
which can help him in earning huge sum in upcoming time. Making drawing is Mark's hobby, he
enjoy it and take more interest in the period of painting. NHS had already gave clear instructions
to the teachers that they should not misbehave with any children. Learning disabilities is
common and according to a report by UK government, this disability is present in every 1 person
out of a batch of 10-20. It is present up-to a limited degree so one cannot easily identify this
flaw.
Dyslexia Action is an organisation situated in UK. They mainly have three divisions, first
is Dyslexia training, Dyslexia Guild and last is Dyslexia Shop. This organisation has done
remarkable work in this field. The first division i.e. Dyslexia training is available for all
education professionals who want to take offline training (Dexter and Hughes, 2011). They offer
variety of programmes on their website and all the training SpLD specialist teachers can take
their assistance for learning new skills. If someone have any query then they can contract the
trainer in order to solve that particular problem. The other division is Dyslexia Guild, all the
people who are interest in topic related to dyslexia can become member of this organisation so
they can work with people of similar interest. When highly qualified people share experience
with each other then they can solve various complex issues ins short period of time. They can
also innovate different method of teaching that can help children who are facing trouble of
dyslexia. All the registered members can learn various kind of things about dyslexia if they
regular join the meeting and read the stuff send by this organisation. Dyslexia shop is the third
division which sell various tools to the parents and educators (Reid, Lienemann and Hagaman,
2013). These tools can help them in teaching children like Mark in better way. Online resources
do not cost much and they are easily accessible. Most of the online material help in increasing
the confidence of the teachers and learning support staff. They are playing significant role in
spreading awareness about this learning disorder. They are also doing various kind of
innovations so the symptoms of dyslexia can be found in early life of a child. Their teaching
material is very interesting and most the children who are coping up with trouble of dyslexia are
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using it to learn new things. They organisation was found in 2005 but the name Dyslexia action
was introduced in march 2006. Normally the working class people do not get much time to learn
about these kind of disorders, this institution help in them by arranging online classes at a
suitable time (Geary, 2013). Some useful stuff is available online one can use without paying any
sum. The Guild is considered as the voice of this sector. They raise various important issues
relating to dyslexia in-front of the major government authorities.
Mark and his tutor can take assistance of this organisation. His parents do not have any
knowledge about dyslexia. If they shop various stuff which is available online on Dyslexia
action then they can understand the thinking of Mark and treat him in a an appropriate way.
Tutor of Mark can also become members of Dyslexia action. He can learn more thing about this
topic and then it will help him in providing better services to the better education to Mark.
Training provided by this organisation can pour more confidence in the specialist teacher and he
can also learn various new methods of teaching. In present scenario, he has a limited knowledge
but if he will meet people who have gone through this problems in their children then he can
teach mark in an appropriate manner. Parents of Mark can also read variety of stuff which is
provided by professionals who are working in this organisation. If they learn some basic thinks
about how to a handle a child who have disability of dyslexia then it will assist them in taking
proper care of the child. Mark's parents can buy him various games which is available on the
website Dyslexia action. Mark like painting, there are many online game which is related to
painting, they can help him in remembering different letter and numbers.
One can find various kind of strategies for meeting the preferences Mark but the best
tactic will be one-to-one tutoring (McLeskey and Waldron, 2011). Mark has introvert nature, he
self confidence is very low and he do not like to talk with strangers. If his teacher ask him any
question in-front of the class then he became nervous and fail to answer the question. In present
scenario he need someone with whom he can share his experience, thoughts and problems. His
specialist teacher can take this place. He has training of teaching these kind of children so he can
share some inspiring stories with Mark in order to build some confidence in him. Once tutor gain
confidence then he can ask Mark about his choice and the activities which he found interesting.
He should also praise Mark in regular interval of time in order to increase his morals. Mark do
not prefer to read aloud because of his problem of dyslexia. His choices should be given
importance at the time of adopting various teaching techniques (10 Teaching Tips for Dyslexia.
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2017). Mark do not prefer to write, he has a bad handwriting and he cannot write in proper
manner due to dyslexia. His preference can be meet by using latest technology and innovative
game for teaching him. He like making different kind of things like Aeroplane from waste
material, this quality of Mark should be used at the time of teaching him some new stuff. Instead
of asking his to write something, tutor should ask him to draw something so he can learn new
stuff without facing any major problems (Atherton and Crickmore, 2011).
Mark like to work on computer, he like to play game and draw variety of picture in the
computer. He prefer to learn new things by using latest technologies. His tutor and parents can
buy various teaching soft-wares which can allow learning without writing something on paper.
Mark like to talk about the issues which he found interesting. Normally he do not get a single
person who take interest in his talks. His specialist teacher and parents should involve in with
him in variety of communication. They should not ignore the views of Mark and try to
understand his thoughts so they can treat him accordingly. Mark is a creative person, he do not
like to talk much because of his introvert nature. His parents should not force him to do the
things which is do not like making friends. He do not like to copy the text from the board. He
often complain about the issue relating to not understanding the letters which is written on the
board. He prefer to learn stuff from doing practicals, this preference can be met by teaching in
new stuff in garden or playing areas (Gaddes, 2013). His overall development can easily be done
by understanding his choices and thinking. Instead of focusing on his weaknesses society should
also praise their strength. This will pour self confidence in them and they can overcome their
disability in an effective way. A specialist like psychologist, therapist or a person who is
qualified doctor for treating children like Mark is required in these conditions.
Mark can also join a care-home where he will find people with similar difficulty. He may
have to comprise in terms of learning techniques because it will not be modified according to his
choice but if he will live with other children who also have problem of dyslexia then he will not
feel isolated. He does not like to give written test because he do not remember the letter and
numerics. But if he will find that there are many students like him then this fear of Mark can get
vanish in short period of time. His preference will also change and he will easily become normal
like other mainstream students (Swanson and Harris, 2013). This strategy will increase his
confidence level because when his tutor will praise him in-front of the class then he will try to
put more efforts in the things which is creating hindrance to him in his learnings.
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People who had suffered from dyslexia should share their experience in the public so
other can connect with them and finding correct strategies for over this disorder. In future, if
Mark overcome this problem then he can become teacher and teach people like him the correct
methods for increase their learnings. This will be a long term strategy but if every person who
had bad experience relating to dyslexia share their thoughts then it will help their community to
find the short term cure and symptoms of this disorder. Their are various institutions who are
doing different types of research on dyslexia, if he share his experience like he does not like copy
text from board or he like to learn things from outdoor activities, then he will researchers can
analyse the preference and choice of people who have dyslexia. This will help this community in
overcoming various problems in an effective and easy manner (Wong, 2011). A large segment of
people do not have idea about this disorder. The strategy of one-to-one teaching will help in
overcoming the disorder in less time. It will also finish it from the root level which is very
essential for his future growth.
Mark has an ability to become one of best painter in UK. He can make a significant
contribution by making mesmerising drawing which can be sold in art galleries. A person who
has gone through a problem can easily can understand the trouble of people with same issue. He
can suggest him the specialist tutor who helped him in overcoming dyslexia. By become part of
various events relating to dyslexia, he can share the correct approach of finding this problem.
This will give a right message to the society and they will also know the right manner in which a
person suffering from dyslexia should be treated (Holmes and O'loughlin, 2014). If society will
read his case then they will get much aware about this issue. An introvert person generally have
better analytical skills, Mark can easily find the people who have disability like dyslexia and then
he can teach by using different techniques which his tutor has used in the past.
CONCLUSION
At the end, it can be concluded learning disabilities should can be overcome if someone
get proper guidance and tools in right time. Normally people who suffer from dyslexia are
considered as mentally retarded but this thinking is completely wrong. Their main difficulty is
relating to reading and remembering letters and numerics. Dyslexic children do not have much
confidence because society consider them weak and doubt their intelligence level. Their are
many legislations and laws which support dyslexic children. Government have allowances like
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DSA. This financial assistance is necessary for giving special attention to a child who has
dyslexia.
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REFERENCES
Books and Journals
Aaron, P.G., 2012. Dyslexia and hyperlexia: Diagnosis and management of developmental
reading disabilities (Vol. 1). Springer Science & Business Media.
Atherton, H. and Crickmore, D. eds., 2011. Learning Disabilities-E-Book: Towards Inclusion.
Elsevier Health Sciences.
Blachman, B.A. ed., 2013. Foundations of reading acquisition and dyslexia: Implications for
early intervention. Routledge.
Carrion‐Castillo, A., Franke, B. and Fisher, S.E., 2013. Molecular genetics of dyslexia: an
overview. Dyslexia. 19(4). pp.214-240.
Dexter, D.D. and Hughes, C.A., 2011. Graphic organizers and students with learning disabilities:
A meta-analysis. Learning Disability Quarterly. 34(1). pp.51-72.
Elliott, J.G. and Grigorenko, E.L., 2014. The dyslexia debate (No. 14). Cambridge University
Press.
Ellis, A.W., 2016. Reading, Writing and Dyslexia (Classic Edition): A Cognitive Analysis.
Psychology Press.
Gaddes, W.H., 2013. Learning disabilities and brain function: A neuropsychological approach.
Springer Science & Business Media.
Geary, D.C., 2013. Early foundations for mathematics learning and their relations to learning
disabilities. Current directions in psychological science. 22(1). pp.23-27.
Handler, S.M. and Fierson, W.M., 2011. Learning disabilities, dyslexia, and vision. Pediatrics.
127(3). pp.e818-e856.
Holmes, K.M. and O'loughlin, N., 2014. The experiences of people with learning disabilities on
social networking sites. British Journal of Learning Disabilities. 42(1). pp.1-5.
Leij, A., 2013. Dyslexia and early intervention: what did we learn from the Dutch Dyslexia
Programme?. Dyslexia. 19(4). pp.241-255.
Lobier, M., Zoubrinetzky, R. and Valdois, S., 2012. The visual attention span deficit in dyslexia
is visual and not verbal. Cortex. 48(6). pp.768-773.
McLeskey, J. and Waldron, N.L., 2011. Educational programs for elementary students with
learning disabilities: Can they be both effective and inclusive?. Learning Disabilities
Research & Practice. 26(1). pp.48-57.
Pumfrey, P. and Reason, R. eds., 2013. Specific learning difficulties (dyslexia): Challenges and
responses. Routledge.
Ramus, F. and Ahissar, M., 2012. Developmental dyslexia: The difficulties of interpreting poor
performance, and the importance of normal performance. Cognitive neuropsychology.
29(1-2). pp.104-122.
Raschle, N.M., Chang, M. and Gaab, N., 2011. Structural brain alterations associated with
dyslexia predate reading onset. Neuroimage. 57(3). pp.742-749.
Reid, G., 2016. Dyslexia: A practitioner's handbook. John Wiley & Sons.
Reid, R., Lienemann, T.O. and Hagaman, J.L., 2013. Strategy instruction for students with
learning disabilities. Guilford Publications.
Swanson, H.L. and Harris, K.R. Eds., 2013. Handbook of learning disabilities. Guilford Press.
Washburn, E.K., Joshi, R. and Binks‐Cantrell, E.S., 2011. Teacher knowledge of basic language
concepts and dyslexia. Dyslexia. 17(2). pp.165-183.
Wong, B. ed., 2011. Learning about learning disabilities. Academic press.
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Online
10 Teaching Tips for Dyslexia. 2017. Available through:
<https://www.nessy.com/uk/teachers/essential-teaching-tips-dyslexia/>. [Accessed on
1st November 2017].
Dyslexia. 2017. Available through: <https://www.nhs.uk/conditions/Dyslexia/>.
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