Project 3- Annotated Bibliography

Project #3 – Annotated Bibliography

1. “A Dyslexic Child in the Classroom.” Dyslexia the Gift, www.dyslexia.com/about-dyslexia/understanding-dyslexia/guide-for-classroom-teachers/.

    This article starts off by emphasizing the importance of being proficient in reading. It mentions spelling, and expressing individualized thoughts on paper as characteristics that are interconnected and critical to function in society. However, for a dyslexic child, this may affect the ability to grasp these skills compared to their other peers. This results in a decrease of confidence, where the child experiences "anguish and trauma." 
    
    Leaving up to the teacher to still maintain this learning environment, but ultimately mistaking this underachievement of the child as "lack of effort."

    Identifying comprehension difficulty from a child in a class room should invoke a positive and encouraging response from a teacher to learn. This results success and self-value from a dyslexic child. 

    Dyslexia, overall, is the difficulty in remembering the sounds from spoken words, and the sequence they pertain, long enough to spell them out. This problem can extend to the inability to remember a short list of instructions long enough.
    This article continues on by stating the procedures needed to take for supporting a dyslexic child, in different evironments. (ex. classroom, home, public)

2. Al-Shidhani, Thuraya Ahmed, and Vinita Arora. “Understanding Dyslexia in Children through Human Development Theories.” Sultan Qaboos University Medical Journal 12.3 (2012): 286–294. Print.

(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3529662/)

    The abstract of this medical/researched journal clarifies Dyslexia as neurological in origin, present in 5-10% of the population. Most of the screening is done during preschool, while some at birth or within the first year of life. Through Piaget's Human Development theory, determining at which stage of childhood development, may dyslexia be more detectable. Furthermore, promoting successive procedures in guiding the management of this disability.

    Dyslexia is originally Greek: "dys" (lack of) "lexicon" (word and/or verbal language.) Defined as a problem in reading words and language in print, has redefined itself as, "difficulty in learning  as of result in brain damage." The Orthodox Model, and the Davis Model are two models that define dyslexia. 

    Meanwhile the Orthodox Model defines dyslexia as a developed disorder due to brain damage, the Davis Model defines it as difficulty in reading or language processing as a result of iminent disorientation. On the other hand, the Dual-Route Model defines dyslexia as two path ways from print to speech, the non-lexical and lexical route for reading out loud. The non-lexical route is capable of pronouncing non-words in the English language, through the use of reading and grammar rules. The lexical route is capable of only reading words in the english language, except the non-words. 

     Overall, Dyslexia has many definitions, for there are many forms of dyslexia that affect the reading skills of a child, whether its text or symbols. Although, a relationship may exist between Dyslexia and Attention Deficit Disorder (ADD) or Attntion Deficit Hyperactivity Disorder (ADHD).

3. “Dyslexia and Specific Learning Difficulties in Adults.” British Dyslexia Association, www.bdadyslexia.org.uk/dyslexic/dyslexia-and-specific-learning-difficulties-in-adults.

The statistics of dyslexia and misconception of evaluating dyslexia as a literacy inability being incorrect. However, there are also other contributing challenges for literacy besides dyslexia, that is experienced in adults.

4. Shaywitz, Bennett A, et al. “The Functional Organization of Brain for Reading and Reading Disability (Dyslexia.” The Neuroscientist, vol. 2, no. 4, 1996, pp. 245–255.

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5. “Browse journals by subject.” Taylor and Francis Online, doi.org/10.1080/09687590903160274.

    Although, the amount of documented research about childhood dyslexia, adult dyslexia has not been part of this research. Focusing on the 'deficit perspective of failure', issues confronting adults with dyslexia are mentioned. This journal urges the need for societal, institutional and attitudinal change dyslexia wont affect living life normally. 

    This journal starts off by clarifying the necessity of being able to effectively communicate, a product that comes from decoding the written word. Described as being "fundamental to life", it holds an implied expectation that's instilled in children at a young age. This expectation extends from their first encounter with the education system to past adolescence, continuously rewarding the "smart" child. 

    The statistic still hold at 5-10% of adults from the population having average to above average intelligence, yet struggle to decode the written words. Dyslexia, initially defined as a neurological malfunction affecting an individual's ability to process the written word.