This “pseudo” educational film, Tool Box, incorporates video in real time to illustrate four different techniques used to understand the English language for a child who has been diagnosed with dyslexia. When dyslexia was first discovered, doctors wanted to understand how the brain functioned differently and eventually concluded that people who have dyslexia use one side of their brain more than the other. Although these ideas were first conceived between 1870 and 1880, the methods for teaching children with dyslexia have not changed much since then. This project is meant to inspire and illustrate the “behind the scenes” aspects of what it takes for someone with a unique mind to understand the basic principles of English. The work is meant to show that although dyslexic brains may perceive something different than other brains, hard work and persistence can help alleviate some of the frustration and difficulty that comes with dyslexia. The work portrays four different techniques: a spelling test, a grammar sheet, a trick for L’s and B’s, and a repetition list. Each of these challenges was created to help ensure that the problem words would be committed to long-term memory by incorporating all the senses.

"Dyslexia is best described as a specific difficulty in learning, in one or more of reading, spelling and written language which may be accompanied by difficulty in number work, short term memory, sequencing auditory and/or visual perception, and motor skills." (British Dyslexia Association) This thesis aims to investigate the extent to which public libraries attempt to meet the needs of the dyslexic community. Libraries are key resource centres for reading and accessing the written language and should aim to meet the needs of their various user communities. Libraries should, therefore, be in the forefront in assisting users in overcoming this disability. Although much is written on the subject of dyslexia and most libraries have descriptive material on the subject, public libraries do not appear particularly proactive in providing material for use by dyslexic individuals. There is a tendency for dyslexia to be seen primarily as an educational issue. However, iflibraries are to continue to have a role in self improvement, literacy and life long learning, they should be addressing areas such as dyslexia. A survey of the literature revealed that little has been written in the professional literature about public library resource provision for dyslexic users. A questionnaire was sent 152 Public Library authorities in the United Kingdom (excluding Scotland) to ascertain the range of services and initiatives offered to people with dyslexia. The results indicate that a modest number of authorities have dedicated collections for people with dyslexia as well as material on the subject aimed towards parents, teachers and carers. The findings suggest that although interest in the potential role of libraries in serving the needs of the dyslexic community is high, relatively little is being done to address the issue in a structured way. Library authorities with dedicated collections for people with dyslexia have been investigated as comparative case studies covering themes such as composition and funding of collections, involvement with other agencies, methods of communication, location and lessons learned. Other case studies explore user needs and actions undertaken by a specialist resource centre. Supporting studies include a survey of resources available from specialist publishers. The thesis concludes witl a summary of findings ancLrecommendations for public libraries on the way ahead in terms of best practice to meet. the needs of dyslexic individuals.

MEd (Curriculum Studies) / Department of Curriculum Studies / Children who cannot read and write are a concern for both parents and teachers. The purpose of the study was to explore the challenges faced by teachers in teaching dyslexic children at intermediate phase in mainstream schools in the District of Vhembe, in Limpopo Province of South Africa. A qualitative research approach was utilised for the study. Semi-structured interviews were used to gather data from the teachers in the mainstream schools. The population of this study comprised of teachers who teach dyslexics and other children at intermediate phase in the mainstream public primary schools in the Dzindi Circuit of Vhembe District in Limpopo Province. Purposive sampling was used to select twenty four teachers who had a minimum of three years teaching experience from the eight schools under study. Data was analysed thematically. Major findings of the study are as follow: challenges faced by dyslexic children on identified competencies such as writing, reading, carrying instructions and confidence; their ability to recall information; parental involvement and overcrowded classrooms. The study recommends the effectiveness of teachers in using the differentiation method to help dyslexic children, availability of physical resources in the form of classrooms and learning materials, community awareness, in-service training for teachers and collaboration among the teachers, learners and parents.

No description available.

This study sought to determine if an online course designed and delivered in Second Life can meet the needs of higher education students with dyslexia. the course design incorporated strategies from Gagne’ and Briggs’ principles of instruction, Gagnon and Collay’s constructivist learning design, Powell’s key learning needs of dyslexics, and elements of universal design. Specific design elements are discussed including screen captures from the design. the study employed a mixed methods approach incorporating an online survey, recorded observation session, and two follow up interviews. the observation session and interviews were only completed by the sample population of eight participants, which included three participants with dyslexia and five participants without dyslexia. the sample population was selected using purposeful sampling techniques to ensure the widest representation of the population with a small sample. Extensive excerpts of the sample participants’ interview responses are presented and discussed, including participants’ suggestions for improving the course design. Key findings from all three data sources are discussed. Finally, implications for instructional design and special education and suggestions for further research are presented.

There are many students in the class that have dyslexia and can struggle with simple tasks such as reading. Therefore, this study set out to investigate the applications of text to speech synthesizers facilitate learning English at upper secondary with these students in focus from a teacher’s perspective. This study has been conducted through means of a semi- structured interviews with secondary school teachers. Research to support the fact that TTS does in fact aid facilitate the reading of students with difficulties has been stark. One the other hand scholars have claimed that it does not always aid struggling readers, therefore this paper will explore the discrepancies between these contrasting views. In the results it was found that the usage of TTS in the classroom should be seen as a compensatory tool that can aid struggling students in reading as opposed to being seen as a solution. The question to whether this can aid students without struggling difficulties was bound to the intelligibility of the voice of the TTS. Furthermore, it was maintained that this could in fact encourage students with their reading on the basis of academic success.

The diploma thesis deals with the posibility of using bibliotherapy as a form of reeducation in children with dyslexia. The diploma thesis contains theoretical knowledge about the isme of dyslexia and the definitiv of the expressive method - bibliotherapy. The theoretical part also presents findings from the use of bibliotherapy specifically in children with dyslexia. The practical part deals with the application of thein own bibliotherapeutic material in children diagnosed with dyslexia agend 9 to 11 years and its evaluation. The practical material is focused on the development of impaired congnitive functions in children with dyslexia. The main goal of this work is to evaluace the extent to which the propřed material can be used in reeducation in children with dyslexia. KEY WORDS dyslexia, reeducation, bibliotherapy.

Purpose: In the present study, we conducted a systematic review to investigate the core features of the definition of dyslexia across different disciplines according to their associated professional organizations and published research in order to evaluate the presence and type of inconsistencies within and across disciplines in how dyslexia is defined. Method: Definition statements of dyslexia from professional organizations in medicine, education, speech-language pathology, psychology, and the International Dyslexia Association were collected via scope of practice guidelines or via the organization's official website. Using a database with a wide disciplinary reach, we collected 764 of the most cited articles from 2000-2020 with subjects that were children formally identified with dyslexia. We created a coding scheme to examine specific core features of each article and professional organization's definition of dyslexia. We completed data analysis regarding the core features of definitions per organization and journal article discipline. Results: We report descriptive results for dyslexia definition statements from professional organizations and the collected articles. Chi-square tests of independence were conducted between each of the identified core features and professional discipline. We find statistically significant consistencies and inconsistencies in how the definition of dyslexia is reported across disciplines journals. Core features of dyslexia that are reported differently across disciplines include: neurobiological, genetic, normal intelligence, reading disorder, unrelated to environmental influences, word reading deficits, and visual processing deficits. Core features of dyslexia that are equally included as a characteristic of dyslexia are phonological deficits and that dyslexia is a learning disability. Core features that are equally not included as a characteristic of dyslexia included a spelling deficit, need for an IQ discrepancy, that dyslexia is a language-based disorder, or motor processing deficit. Conclusion: Although this study confirms the presence of some inconsistencies in the core features of how dyslexia is defined across different disciplines, other encouraging consistencies were found. Namely, across all disciplines researchers appear to acknowledge that dyslexia is a phonological deficit that doesn't require the presence of an IQ discrepancy. Future work should further analyze the specific diagnostic criteria used to classify children with dyslexia and whether such criteria vary across disciplines.

Purpose: In the present study, we conducted a systematic review to determine whether studies involving children with dyslexia include the assessment of oral language skills in their assessment batteries across various professional disciplines. Overlooking assessment of oral language in children with dyslexia may result in the misinterpretation of research findings and applications to children who present with both dyslexia and Developmental Language Disorder (DLD) or experience secondary oral language deficits. Method: According to the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) guidelines, we searched the Elsevier Scopus database and obtained and analyzed 764 articles, up to 40 articles each year from 2000 to 2020, involving child participants with dyslexia. A coding scheme was created to analyze the diagnostic criteria and inclusion and exclusion criteria used for the classification of children with dyslexia within each study. We also investigated whether oral language was included in the methodology of the study, and, if so, what areas of oral language were assessed. We further analyzed whether the inclusion of oral language assessment varied according to the professional discipline of the journal (e.g., medicine, education, etc.). Results: Out of 764 articles, 24.4% of articles account for oral language skills in criteria for children with dyslexia. The journal discipline of speech-language pathology considers oral language the most in their articles with 84% of articles either accounting for oral language in participant selection criteria or as a descriptive feature in children with dyslexia. Journal articles from the medical discipline are least likely (45% of all articles) to assess oral language. Phonological awareness is the most commonly reported area of oral language assessed, ranging from 10% to 18% of articles in each discipline. Conclusion: Few studies investigate oral language skills in children with dyslexia beyond the phonological domain alone. This may result in misrepresentation of the varying oral language skills in children with dyslexia in research. To better understand the role of oral language in children with dyslexia, we recommend that researchers and professionals include oral language assessment when assessing children with dyslexia.

No description available.