Early Childhood Studies: Exploring Dyslexia and its Interventions

This report, focusing on early childhood studies, addresses Dyslexia, a specific learning disability impacting reading, spelling, and comprehension. It defines Dyslexia, highlighting difficulties in processing graphic symbols rather than a visual impairment. The report explores potential causes including genetic factors and brain activity, while also outlining key learning characteristics such as challenges in phonemic awareness, decoding, and reading fluency. It then details interventions like teaching phonemic awareness and multi-sensory approaches. Additionally, the report includes references to helpful resources like Region10ESC and Dyslexia International, providing insights into technology integration and general support for students with Dyslexia. This comprehensive overview aims to aid in understanding and addressing Dyslexia in early childhood education.

Running head: EARLY CHILDHOOD STUDIES 1
Early Childhood Studies
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Specific Learning Disability (Dyslexia)
Dyslexia is a Specific Learning Disability (SLD) in reading. Children who have
Dyslexia cannot read fluently and accurately. They also develop difficulties in spelling, writing
and comprehension reading. Dyslexia is the lifetime condition that causes an individual to have
challenges in learning. It is the most common issue of learning. Children with Dyslexia have
difficulties in answering questions they have read. Therefore, Dyslexia hardens the reading and
learning of people, especially children. Dyslexia occurs due to challenges in the manner the
brain processes symbols of the graphic. Dyslexia is a linguistic problem, but not a visual
challenge as most people think. Besides, it does not signify any lack of intelligence (Hannell,
2013).
Researchers have not identified any specific causes of Dyslexia. However, they have
indeed pinpointed that it is linked significantly to differences in genes and the brain. Thus, the
two most common reasons for Dyslexia are genes and heredity as well as anatomy and activity
of the brain. However, Dyslexia tends to be more genetic since it runs in families.
Approximately forty per cent of children whose siblings have Dyslexia experience similar issues
in reading (Riddick, 2012). Researchers have also identified that there are several genes linked
to the processing language and reading challenges. The other possible cause of Dyslexia is brain
activity and anatomy. Studies in brain imaging have revealed significant variations between
people with and without Dyslexia. The differences occur mainly in the brain areas which relate
to reading skills (Frank, 2014).
Students with Dyslexia have various learning and developmental characteristics. The
students display these characteristics throughout the elementary and early years of their
education. According to Riddick (2012), it is much difficult to identify Dyslexia. Upon the

EARLY CHILDHOOD STUDIES 3
identification of the characteristics, teachers can plan the most suitable interventions for
addressing the reading issues with their students. Dyslexia is a reading issue that falls in the
continuum, meaning that some students experience a higher degree of difficulty than others. The
most common learning and developmental characteristics of students with Dyslexia are
identified in phonetic awareness and manipulation, decoding of single words, as well as the
fluency of reading and spelling. The students have difficulties developing phonological
awareness, such as blending, segmenting and sound manipulation in words (Pumfrey, Pumfrey
& Reason, 2013).
There are various Interventions for infants, toddlers and preschoolers with Dyslexia. For
instance, one of the most suitable interventions is to teach phonemic awareness. NICHD
identifies phonemic and phonological awareness as the leading cause of significant early
problems of reading among children (Riddick, 2012). Phonemic awareness is the understanding
of words which comprise of sounds. It is among the critical predictors of success in reading.
Also, other interventions that stress simultaneously on visual, auditory and kinesthetic
modalities can also help in significantly reducing reading issues in children (Hannell, 2013).
The two useful websites with personalized descriptions on Dyslexia are Region10ESC
and Dyslexia International. Region10ESC provides information on how to integrate technology
for students with Dyslexia while gives a general overview and offers ways for helping Dyslexia
students with their reading and learning (Frank, 2014).

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References
Frank, Y. (2014). Specific Learning Disabilities. New York, NY: Oxford University Press,
USA.
Hannell, G. (2013). Dyslexia: Action Plans for Successful Learning. London, England:
Routledge.
Pumfrey, M. P., Pumfrey, P., & Reason, R. (2013). Specific Learning Difficulties (Dyslexia):
Challenges and Responses. London, England: Routledge.
Riddick, B. (2012). Living with Dyslexia: The social and emotional consequences of specific
learning difficulties/disabilities. London, England: Routledge.