Article

Overcoming Dyslexia : A New and Complete Science-Based Program for Reading Problems at Any Level / S. Shaywitz.

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Abstract

Exposición de propuestas concretas para auxiliar en la educación lectora de personas disléxicas, dirigida quizás con mayor énfasis a padres de niños, pero con un enfoque que abarca diferentes grupos generacionales y situaciones educativas.

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... Conforming to Teles (2004), most researchers agree with the phonological deficit theory, which argues that Dyslexia is caused by a deficit in the phonological processing system due to a "disruption" in the brain's neurological system, at the level of phonological processing (Shaywitz, 2003;Zeffiro & Eden, 2000). In line with these authors, the phonological deficit hampers the discrimination and processing of language sounds, as well as the awareness that language is made up of words, that words consist of syllables and that syllables are made up of phonemes. ...
... Thus, modern brain research procedures have identified three distinct subareas (Shaywitz, 2003): one that processes phonemes: vocalization and articulation of words (inferior frontal region); another that analyzes words: related to grapheme-phoneme (parietal-temporal region); and the last that recognizes words and enables fast and automatic reading (occipital-temporal region). Analysis of these examinations revealed that individuals with a Specific Learning Disorder have difficulties in activating the posterior brain areas responsible for word analysis and reading automation, relying more on Broca's area (left inferior frontal area) and other areas on the right side of the brain that use visual cues (Oliveira, 2017). ...
... In accordance with Shaywitz (2003) and Teles (2004), there are some warning signs that can be observed before the start of reading learning. The first signs that may indicate potential difficulties in writing appear at the level of oral language: ...
Article
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As crianças com uma Perturbação de Aprendizagem Específica, com défice na leitura (Dislexia) revelam dificuldades na aprendizagem desta habilidade complexa. Atualmente, sabe-se que a aquisição da leitura é considerada um requisito indispensável para a comunicação e para a inclusão social. O presente artigo tem como objetivo abordar a temática das perturbações da aprendizagem específicas, sabendo que estas afetam muitas crianças em idade escolar. O principal objetivo deste trabalho é analisar as perturbações de aprendizagem específica, com défice na leitura, referindo as principais teorias explicativas. Analisou-se, a nível teórico, a prevalência desta perturbação de aprendizagem, bem como as possíveis causas, o processo de diagnóstico, incluindo os critérios de diagnóstico e os instrumentos de avaliação. Por fim, abordou-se o funcionamento do cérebro durante a leitura em crianças com uma perturbação de aprendizagem específica. Investigaram-se, ainda, as consequências e os sinais de alerta desta perturbação para as crianças desde idades precoces.
... Despite normal levels of intelligence and adequate teaching, children with dyslexia often have difficulty acquiring reading skills at the level of their peers [2]. However, the effects of dyslexia are not limited to the classroom, but can also lead to problems with self-esteem, frustration, and social isolation [3][4][5]. Dyslexia is a complex disorder that affects reading, writing, and language processing abilities. Although it is most commonly diagnosed in school-aged children, its causes are varied and may include both neurological and genetic factors. ...
... Dyslexia impacts about 5-10% of the global population [9]. In the United States, the National Institutes of Health (NIH) estimate that around 15-20% of the population exhibits symptoms of dyslexia [3]. In Europe, a comprehensive review conducted by the European Dyslexia Association highlights that dyslexia affects about 10% of the population, with varying degrees of severity [10]. ...
... This individualized approach ensures that each person's unique needs are addressed effectively. As highlighted in [3,11], dyslexia is a developmental disorder that requires individualized and adaptive treatment strategies to effectively address the unique needs of each person. Among the methods used to diagnose dyslexia, particular attention has been given to those that allow for the direct observation of behaviors and eye movements during reading [11,12]. ...
Article
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Dyslexia, often referred to as a specific reading disability, affects many students around the world. It is a neurological disorder that affects the ability to recognise words, and it causes difficulties in writing and reading comprehension. Previous computer-based methods for the automatic detection of dyslexia in children have had low efficiency due to the complexity of the test administration process and the low measurement reliability of the attention measures used. This paper proposes the use of a student’s mobile device to record the spatio-temporal trajectory of attention, which is then analysed by deep neural network long short-term memory (LSTM). The study involved 145 participants (66 girls and 79 boys), all of whom were children aged 9 years. The input signal for the neural network consisted of recorded observation sessions, which were packets containing the child’s spatio-temporal attention trajectories generated during task performance. The training set was developed using stimuli from Benton tests and an expert opinion from a specialist in early childhood psychology. The coefficients of determination of R2∼0.992 were obtained for the proposed model, giving an accuracy of 97.7% for the test set. The ease of implementation of this approach in school settings and its non-stressful nature make it suitable for use with children of different ages and developmental stages, including those who have not yet learned to read. This enables early intervention, which is essential for effective educational and emotional support for children with dyslexia.
... Hence, different theories, approaches, methods and instructions have been proposed to address this common academic disorder, symptoms and impacts on the aspects of life. Shaywitz,(2003) argues that dyslexia hinders learners from career opportunities and isolates them. Children who struggle with dyslexia difficulties are more likely to become socially, emotionally and academically vulnerable in education (cited in Fekih, 2019). ...
... There is no singular pattern of difficulty that universally impacts all individuals, and the manifestation of dysfunctional symptoms is not consistent across every dyslexic child (Shaywitz, 2003;Pavlidis, 1988;AOA, 2006). Yet, dyslexic children often display a combination of diverse characteristics (Shaywitz, 2003;Pavlidis, 1988;AOA, 2006). ...
... There is no singular pattern of difficulty that universally impacts all individuals, and the manifestation of dysfunctional symptoms is not consistent across every dyslexic child (Shaywitz, 2003;Pavlidis, 1988;AOA, 2006). Yet, dyslexic children often display a combination of diverse characteristics (Shaywitz, 2003;Pavlidis, 1988;AOA, 2006). ...
Research
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The following research paper provides a holistic exploration of the various pedagogical pathways to support learners with the academic disorder "Dyslexia". This study focuses on revealing the most effective evidence- based teaching modalities that may enable dyslexic learners overcome literacy associated challenges. This research is an attempt to investigate the available academic, emotional, and social support that aligns with the objectives of the Algerian curriculum along with the special accommodations that can be provided to this category of learners.
... Dyslexia is characterized by difficulties with word recognition, spelling, and decoding abilities, often due to differences in brain structure and function (Shaywitz, 2003). Individuals with dyslexia show reduced activation in the left hemisphere of the brain during reading tasks and differences in brain connectivity (Shaywitz et al., 2004). ...
... A notable portion of respondents held misconceptions about dyslexia (Figure 2), often confusing it with general reading difficulties or attributing it to lack of effort or intelligence. This aligns with existing literature which suggests that many educators do not fully understand that dyslexia is a specific learning disability with a neurological basis (Shaywitz, 2003;Edyburn, 2013). ...
... Moreover, increasing awareness among educators can help reduce the stigma and misconceptions surrounding dyslexia. When educators understand that dyslexia is a neurological condition rather than a reflection of a student's intelligence or effort, they are better positioned to create a supportive and inclusive learning environment (Shaywitz, 2003). ...
Article
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Educators play a pivotal role in shaping young minds, yet many remain unaware of dyslexia, a specific neurobiological learning disability characterized by difficulties with word recognition, poor spelling, and letter-sound decoding. These challenges arise from atypical wiring in the Occipito Temporal region of the brain. The lack of awareness among educators leads to missed early identification of dyslexic students. This pilot study, involving visits to dyslexic schools in Chennai and a survey of 100 educators from Chennai, Trichy, and Coimbatore in Tamil Nadu, revealed a significant gap in educators' understanding and knowledge of dyslexia. The findings underscore the critical need for intensive dyslexia training for educators to ensure early identification and appropriate support for dyslexic students. Enhancing educators' awareness and understanding of dyslexia is essential for providing effective support and enabling dyslexic learners to reach their full potential. This article highlights the urgency of increasing dyslexia awareness and education among educators to bridge the knowledge gap and better support dyslexic students Awareness among teachers about dyslexia is crucial because teachers are often the first to identify its signs in students and can play a key role in helping these students receive appropriate support and accommodations. Teachers knowledgeable about dyslexia and its characteristics are better equipped to recognize signs such as difficulties with reading, writing, and spelling. They can then refer these students for further assessment and diagnosis, leading to early intervention and support. In addition, teachers who understand dyslexia can provide appropriate accommodations and interventions to help students succeed in the classroom. This includes using assistive technology, allowing extra time during exams, and implementing specialized tutoring or instructional methods. Awareness among teachers can also reduce the stigma and misconceptions surrounding dyslexia. When teachers understand that dyslexia is a neurological difference that affects learning, rather than a reflection of a student's intelligence or effort, they can create a supportive and inclusive learning environment for all students. Dyslexia is a neurological disorder that affects a person's ability to read, write, and spell. It affects 5 to 10% of the population and is not related to intelligence or lack of education (Dyslexia Association,
... Contemporary research has significantly expanded the understanding of dyslexia. The Connecticut Longitudinal Study, initiated in the late 20th century, for instance, shed light on the prevalence of dyslexia and its progression over time (Shaywitz, 2003). This study was instrumental in revealing that dyslexia affects a substantial proportion of the population and persists throughout life, challenging the notion that it is merely a childhood disorder. ...
... The multifaceted nature of dyslexia is further illustrated in the case studies of individuals like Alex and Gregory (Shaywitz, 2003). These cases highlight the paradox of dyslexia: significant reading challenges coexisting with intact or even exceptional cognitive skills in other areas. ...
... Despite suggestions for a reading test, the teacher deemed it unnecessary, leading to a deteriorating situation and worries about antagonizing school officials. The development of effective intervention models, such as the one described in Sam's Program (Shaywitz, 2003) are a critical aspect of special education, emphasizing the need for systematic, evidence-based instructional strategies. Reading is incorporated into a comprehensive language learning experience that encompasses reading, writing, spelling, grammar, language usage, and vocabulary. ...
... Contemporary research has significantly expanded the understanding of dyslexia. The Connecticut Longitudinal Study, initiated in the late 20th century, for instance, shed light on the prevalence of dyslexia and its progression over time (Shaywitz, 2003). This study was instrumental in revealing that dyslexia affects a substantial proportion of the population and persists throughout life, challenging the notion that it is merely a childhood disorder. ...
... The multifaceted nature of dyslexia is further illustrated in the case studies of individuals like Alex and Gregory (Shaywitz, 2003). These cases highlight the paradox of dyslexia: significant reading challenges coexisting with intact or even exceptional cognitive skills in other areas. ...
... Despite suggestions for a reading test, the teacher deemed it unnecessary, leading to a deteriorating situation and worries about antagonizing school officials. The development of effective intervention models, such as the one described in Sam's Program (Shaywitz, 2003) are a critical aspect of special education, emphasizing the need for systematic, evidence-based instructional strategies. Reading is incorporated into a comprehensive language learning experience that encompasses reading, writing, spelling, grammar, language usage, and vocabulary. ...
Preprint
Full-text available
This paper explores the challenges faced by dyslexic learners in traditional educational assessments, particularly Writing Benchmark Assessments (WBA), and proposes adaptations to promote equity and inclusivity. Drawing on historical and contemporary research on dyslexia, as well as principles of differentiated instruction and 21st-century teaching, the paper advocates for tailored accommodations such as varied lexile levels, extended time allocations, and support tools. These adaptations aim to provide fair, accurate, and comprehensive evaluations while aligning with the diverse needs of dyslexic learners in modern educational settings. The paper also outlines a practical process for implementing these adaptations and discusses their anticipated impact on student learning and educational practices. Overall, the paper contributes to the broader discourse on creating equitable learning environments where all students, including those with dyslexia, have the opportunity to succeed and be accurately evaluated.
... Dyslexia is an emerging area of research and practice, with limited understanding of its prevalence, characteristics and impact on mathematics learning. It is a neurological condition that is believed to have a genetic basis and affects the phonological processing skills of the human brain (Shaywitz, 2003). Dyslexia is characterized by difficulties in decoding words, spelling and recognizing sight words, which can result in reading comprehension difficulties and impact a person's overall academic performance (Hulme and Snowling, 2016). ...
... The word dyslexia come from the Greek roots "dys" meaning difficulty or abnormality and "lexis" meaning language or words (Lyon et al., 2020). The term was first coined in the late 19th century by the German ophthalmologist Rudolf Berlin, who used it to describe a group of individuals who had difficulty reading despite having normal vision (Shaywitz, 2003). According to Learning Disabilities Association of America, (2020), common symptoms of dyslexia include difficulty identifying letters and matching letter names and sounds, slow and inaccurate reading, poor reading comprehension, difficulty with memorization and recall, finding written instructions or conversations confusing, frequent misspelling of words, poor written expression and struggling to organize thoughts in writing. ...
... It is a neurologically-based condition that originates in the brain (Zinna, 2019). It is a neurological condition that affects reading ability despite normal intelligence, vision, hearing and adequate instruction (Shaywitz, 2003). ...
Article
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Dyslexia is a neurodevelopmental disorder that impairs an individual's capacity to read, write and spell with precision and fluency. This is a common learning disability that can have a significant impact on a person's academic performance, especially in math. This paper explores the meaning, definition and evolving concept of dyslexia and its current practice in school mathematics in Nepali. This article reviews the existing literature on dyslexia, including its definition and prevalence and highlights the challenges faced by dyslexic students when learning mathematics. This article also looks at the current mathematical practices and strategies used by Nepalese schools to support dyslexic students. In addition, the article makes suggestions for improving support for dyslexic students in mathematics.
... Okuma becerisinin gelişimi dinleme, konuşma gibi dil becerileri aracılığıyla okul öncesi dönemde başlıyor olsa da özellikle okulun ilk yıllarında öğrenciler tarafından edinilmesi beklenir (Good vd., 2001). Çoğu öğrenci bu yıllarda okuma becerisini başarılı bir şekilde edinse de göz ardı edilemeyecek sayıda öğrenci bu süreçte güçlük yaşamaktadır (Joshi vd., 2002;Shaywitz, 2003). Buna ek olarak okuma biliminde geçmişten günümüze okuma üzerine yürütülen genetik, nörobiyolojik ve psikolojik çalışmalar okuma becerisinin daha iyi anlaşılmasını sağlamış olsa da okuma güçlüğünün ne olduğu, bu sorunun üstesinden nasıl gelineceği noktasında tartışmalar devam etmektedir (Snowling, 2000). ...
... It is expected to be acquired by students, especially in the first years of school (Good et al., 2001). Although most students successfully acquire reading skills in these years, a significant number of students have difficulties in this process (Joshi et al., 2002;Shaywitz, 2003). In addition, genetic, neurobiological, and psychological studies carried out in the science of reading from past to present have provided a better understanding of reading skills. ...
Article
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The main purpose of this research is to determine the predictive level of reading behavior on fluent reading skill. In addition, the reading behavior levels of the participants were discussed by comparing them according to the grade level variable. The research was conducted with the relational survey model, one of the quantitative research methods. The easily accessible sampling method was used to determine the study group. In this regard, a total of 381 students, 94 second graders, 199 third graders, and 88 fourth graders studying in two different primary schools in Istanbul, were included in the research. Within the scope of the research, two different data collection tools were used: "Reading Behavior Scale" and "Program-Based Measurement" method. Descriptive statistics, normality test, Welch test, correlation and simple linear regression analysis were used in the analysis of the data. The findings revealed that reading behavior differs according to grade level. In addition, it was concluded that there was a negative, moderately significant relationship between students' reading behavior levels and fluent reading skills, and that reading behavior was an important predictor of fluent reading skills. Keywords: Classroom education, primary school, reading, reading fluency, reading behavior.
... In her pursuit of what Shaywitz (2003) refers to as "the holy grail" (p. 87)identifying the neurological underpinnings of dyslexia-she emphasizes the variability of dyslexia and the need for considerably more research on teaching, learning, and development. ...
... Although advocates of teaching phonics often might concede some of the aforementioned limitations, they dismiss them as more circumstantial than substantive. Their arguments combine anecdotes about learners who have benefitted from phonics; alternatively, they make reference to evidence of the benefits of teaching phonics from neuroscience research (e.g., Dehaene, 2009;Shaywitz, 2003;Shaywitz et al., 1996;Simos et al., 2002). In terms of the latter, they tout select fMRI findings from a small number of neuroscientists who claim to have evidence of neural pathways that lead from phonemic analysis to word naming to comprehension of meaning. ...
Book
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Rob Tierney and P David Pearson explore the validity of claims associated with the Science of Reading as they have appeared in social media, the popular press, and academic works. The book offers a comprehensive review of these claims—analyzing the evidence, reasoning, assumptions, and consequences associated with each claim—and closes with ideas for moving beyond the debates to greater consensus or accommodation of differences. It is downloadable as an open access pdf, or it can be read as an online e-book at https://literacyresearchcommons.org
... Reading difficulties may vary according to the language (transparent and deep orthographies 1 ). In the past, learning a second language was seen as something somehow undesirable for dyslexic individuals (Shaywitz, 2008). However, recent studies show otherwise. ...
... Finally, the present study suggests that learning a second language would not hinder the reading process of individuals with developmental dyslexia, different from what was argued by Shaywitz (2008). Furthermore, it suggests that neurobiological study of the bilingual dyslexic population should be further investigated to identify the compensatory neural mechanisms that may be associated with the improvement of reading performance. ...
Article
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The objective of the present study was to investigate reading performance and brain activation associated with reading for bilingual and monolingual dyslexics (DDB-DDM), and typical bilinguals as Controls (C). The behavioral results showed that DDB outperformed DDM in all reading components in Portuguese. In the tasks applied in English, there was no significant difference in the performance of DDB compared to C. The results of the brain imaging for the task in Portuguese showed C presentedsignificant activation of the left occipitotemporal and left inferior frontal gyrus while reading words. DDB and DDM, in turn, showed deactivation of left temporoparietal region and no significant activation in the left occipitotemporal region or left inferior frontal gyrus. For the FAST LOC task, DDB showed hypoactivity in the Visual Word Form Area (VWFA) during word reading, both in English and Portuguese. The findings provide evidence for a possible positive impact of bilingualism on the reading performance of dyslexics. Keywords: bilingualism; dyslexia; VWFA; reading; fMRI
... Reading difficulties may vary according to the language (transparent and deep orthographies 1 ). In the past, learning a second language was seen as something somehow undesirable for dyslexic individuals (Shaywitz, 2008). However, recent studies show otherwise. ...
... Finally, the present study suggests that learning a second language would not hinder the reading process of individuals with developmental dyslexia, different from what was argued by Shaywitz (2008). Furthermore, it suggests that neurobiological study of the bilingual dyslexic population should be further investigated to identify the compensatory neural mechanisms that may be associated with the improvement of reading performance. ...
Article
Full-text available
The objective of the present study was to investigate reading performance and brain activation associated with reading for bilingual and monolingual dyslexics (DDB-DDM), and typical bilinguals as Controls (C). The behavioral results showed that DDB outperformed DDM in all reading components in Portuguese. In the tasks applied in English, there was no significant difference in the performance of DDB compared to C. The results of the brain imaging for the task in Portuguese showed C presented significant activation of the left occipitotemporal and left inferior frontal gyrus while reading words. DDB and DDM, in turn, showed deactivation of left temporoparietal region and no significant activation in the left occipitotemporal region or left inferior frontal gyrus. For the FAST LOC task, DDB showed hypoactivity in the Visual Word Form Area (VWFA) during word reading, both in English and Portuguese. The findings provide evidence for a possible positive impact of bilingualism on the reading performance of dyslexics.
... A variety of technological tools and methods help children with Dyslexia learn, read, and understand better. Some of the tools used include Text-to-Speech (TTS) software [11], Speech recognition software [3], [11], dyslexia-friendly fonts [11], [12], interactive learning applications [11], [13], tools for mind mapping [11], screen readers & text magnification tools [10], educational software with built-in tools [6] and so on. Ariffin et al reported the development of 'DysgraphiCoach', a mobile application to address the limitations of reading, writing and spelling words [14]. ...
... Siswa dengan disleksia sering mengalami kesulitan dalam decoding kata, mengeja, dan mengenali kata-kata yang dikenal. Menurut Shaywitz (2003), disleksia adalah hasil dari perbedaan cara otak mengolah informasi bahasa, bukan karena masalah intelektual. Gejalanya dapat bervariasi dari kesulitan ringan hingga berat dalam membaca, dan sering kali terdeteksi ketika siswa mulai belajar membaca di sekolah dasar. ...
Book
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Buku ini disusun untuk memberikan pemahaman yang komprehensif mengenai pendidikan inklusif, dimulai dari sejarah perkembangan, dasar hukum yang mendasari, hingga praktik terbaik yang diterapkan berbagi negara.
... This natural inclination toward visual information processing may have contributed to the observed improvements in the experimental group. Furthermore, auditory processing difficulties, such as phonological deficits, are commonly cited as barriers to encoding and recalling auditory information in individuals with dyslexia and SLD (Shaywitz 2003). In this context, the improvements in visual memory performance may reflect a preference for visual information processing in students with SLD (Riddick 2001). ...
Article
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This study examines the effects of a working memory (WM) intervention package on the WM performance of students with Specific Learning Disabilities (SLDs). A pre-test post-test experimental design was applied with 40 students, divided equally into experimental (20 students) and control groups (20 students). Data were collected using the Working Memory Scale (WMS), Raven’s Standard Progressive Matrices (RSPM), and the Working Memory Performance Tasks Form (WM-PTF). The experimental group demonstrated statistically significant improvements in WMS and WM-PTF scores relative to the control group (p < 0.006, d = 1.96 for WMS; d = 1.42 for WM-PTF). Additionally, a positive correlation was observed between the increase in WM performance and intelligence scores, suggesting that intelligence may influence WM gains. In conclusion, the WM intervention package was significant in improving the WM performance of students with SLDs, indicating that such interventions have significant potential for enhancing cognitive functions and memory. These findings highlight the critical role of WM interventions in contributing to the cognitive development of students with learning difficulties.
... The improper sleep, poor eating habits, and study load has led to compromised health and ultimately affecting academic performance. Some studies have also highlighted the prevalence of health issues such as dyslexia, dyscalculia, and ADHD among students, which can further affect academic performance and emotional well-being (Shaywitz, 2003;Fuchs et al., 2005) [16,7] . These learning disabilities often go undiagnosed, exacerbating stress and limiting a student's ability to cope with academic demands. ...
... From 12-18 months toddlers rapidly expand their vocabulary, with limited words in number, they start using language meaningfully such as pointing objects and saying their names. They also begin to develop joint attention by following the gaze of adult for instance sharing focus on an object, imitating the sounds, gestures, and facial expressions of caregivers which is fundamental to language learning, speech and social skills communication development (Shaywitz 2003). ...
Article
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Purpose: This study set out to investigate the impact of music mediated intervention on the language ability of learners with dyslexia in primary schools in Fako division of the Southwest region of Cameroon. Dyslexia is a condition characterised by difficulties in reading, writing, and language processing, and it presents significant challenges to affected students. Materials and Methods: The study employed a quasi-experimental design with a pre-test and post-test approach, involving two groups an experimental and a control (10 in each group) of primary school learners 8-12 years diagnosed of dyslexia using two diagnostic tools the Clinical Evaluation of language fundamentals (CELF) and the Ihenacho Culture Free test for language development. The experimental group received the music mediated intervention that is musical exercises designed to enhance phonological awareness, auditory discrimination, vocabulary, articulation pronunciation retention and language processing skills. Over a period of eight weeks participants in the experimental group engaged in music sessions twice a week with each session ranging between 45-50 minutes. Quantitative data was collected using the pre-and post test tool, and qualitative data was collected using interview guide and session observation guide, analysed descriptively, inferentially and thematically. Findings: Statistically, results showed that music mediated intervention significantly impact the language ability of learners with dyslexia (t test value=6.198, p-value < 0.001 far less than 0.05) for learners in the experimental group having a mean score of 44.65 two times higher than the mean score of learners in the control group who were not exposed to music mediated intervention at the post test level with a mean score of 22.30 and the mean difference between both groups is 22.35. Qualitatively the teachers and therapist attested to the improvement in phonological awareness, vocabulary acquisition, retention, pronunciation and articulation of abilities for learners who took the intervention. Implications to Theory, Practice and Policy: The study therefore concludes that music mediated intervention can greatly improve the language ability of learners with dyslexia in primary schools and recommends that music-based activities and strategies be incorporated into regular classroom instruction to support language development for learners with dyslexia.
... The use of IQ tests such as the Binet scale and WISC can help identify students at risk of slow learning before they reach higher grades, so that appropriate interventions can be given earlier. For students in lower grades, interventions that focus on phonics methods, repeated reading practice, and multisensory methods are essential to help them improve their reading accuracy and fluency (Jamaris, 2014;Shaywitz, 2012) . Phonics methods focus on recognizing words through letter sounds, which helps students connect letters and sounds to recognize words they do not yet know (Ariyanti, 2022;Jamaris, 2014;Olugbeko & O., 2016) . ...
Article
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This study examines the reading abilities of slow learner students in inclusive elementary schools, focusing on their strengths and weaknesses in accuracy, fluency, vocabulary (receptive and expressive), and comprehension (listening and reading). A quantitative descriptive approach was employed, involving 25 slow learner students (n=25) from inclusive elementary schools in Yogyakarta with IQs ranging from 70 to 88. Data were collected through adapted reading assessment instruments and IQ tests using the Binet and WISC scales. Descriptive statistics were used for analysis. The findings reveal that most slow-learner students were male and were more easily identified at higher grade levels. In lower grades (grades II and III), students demonstrated strengths in receptive vocabulary and listening comprehension but faced challenges with expressive vocabulary, reading accuracy, fluency, and text comprehension. In contrast, higher-grade students (grades IV to VI) showed improvements in receptive and expressive vocabulary and listening comprehension but continued to struggle with reading accuracy, fluency, and comprehension of complex texts. These results underscore the need for targeted interventions. For lower-grade students, enhancing reading accuracy and fluency is crucial, while for higher-grade students, the focus should shift to improving reading comprehension. Early and tailored support is essential to help slow learner students overcome reading barriers and achieve their academic potential, ensuring their inclusion in educational progress.
... These strategies encourage self-reflection and goal-setting, fostering autonomy by helping students to evaluate and adjust their learning techniques. When integrated with brain-based learning methods, these strategies increase retention and performance by aligning students' actions with their cognitive processes (Shaywitz, 2003;Papaleontiou-Louca, 2019). Classroom practices that include movement-based activities, real-world examples, and timely feedback align with how the brain learns best, making these methods effective tools for boosting cognitive function and addressing misconceptions. ...
Article
Full-text available
Neuroeducation, an emerging interdisciplinary field at the intersection of neuroscience and education, investigates into the complex processes underpinning learning which offering novel insights and methodologies. This article examines the foundational principles of neuroeducation, descriptive dynamic interplay between neuronal mechanisms and pedagogical strategies. Central to this exploration is an appreciation for the brain's remarkable plasticity and adaptability, highlighting how learning experiences sculpt neuronal networks. Utilizing advanced imaging techniques and rigorous neuroscientific research, a wealth of insights has emerged, enhancing our understanding of cognition, memory formation, and information processing. These insights enrich our comprehension of individual learning mechanisms and guide the development of effective educational interventions. Grounded in interdisciplinary collaboration, neuroeducation seamlessly integrates perspectives from neuroscience, psychology, and education to develop instructional approaches aligned with the brain's intrinsic learning processes. This collaboration nurtures, innovation in teaching methodologies, enhances student engagement, and bolsters academic achievement. Furthermore, the integration of technology into educational practices, ranging from brain-computer interfaces to immersive virtual reality experiences, presents new possibilities for enhancing learning engagements and accommodating diverse learning styles and curricula. Through the strategic use of technology's transformative power, educators can create immersive learning environments that stimulate cognitive processes and enhance knowledge retention. Neuroeducation emerges as a transformative force in educational theory and practice, empowering educators to design pedagogical approaches finely attuned to the complexities of the human brain, this paves the way for a more inclusive and effective educational landscape. This study is nested within a systematic review of the past 15 years of digital depository research and models of neuroeducational discourses, underscoring the field's evolving nature and its impact on contemporary education.
... These strategies encourage self-reflection and goal-setting, fostering autonomy by helping students to evaluate and adjust their learning techniques. When integrated with brain-based learning methods, these strategies increase retention and performance by aligning students' actions with their cognitive processes (Shaywitz, 2003;Papaleontiou-Louca, 2019). Classroom practices that include movement-based activities, real-world examples, and timely feedback align with how the brain learns best, making these methods effective tools for boosting cognitive function and addressing misconceptions. ...
Article
Full-text available
Neuroeducation, an emerging interdisciplinary field at the intersection of neuroscience and education, investigates into the complex processes underpinning learning which offering novel insights and methodologies. This article examines the foundational principles of neuroeducation, descriptive dynamic interplay between neuronal mechanisms and pedagogical strategies. Central to this exploration is an appreciation for the brain's remarkable plasticity and adaptability, highlighting how learning experiences sculpt neuronal networks. Utilizing advanced imaging techniques and rigorous neuroscientific research, a wealth of insights has emerged, enhancing our understanding of cognition, memory formation, and information processing. These insights enrich our comprehension of individual learning mechanisms and guide the development of effective educational interventions. Grounded in interdisciplinary collaboration, neuroeducation seamlessly integrates perspectives from neuroscience, psychology, and education to develop instructional approaches aligned with the brain's intrinsic learning processes. This collaboration nurtures, innovation in teaching methodologies, enhances student engagement, and bolsters academic achievement. Furthermore, the integration of technology into educational practices, ranging from brain-computer interfaces to immersive virtual reality experiences, presents new possibilities for enhancing learning engagements and accommodating diverse learning styles and curricula. Through the strategic use of technology's transformative power, educators can create immersive learning environments that stimulate cognitive processes and enhance knowledge retention. Neuroeducation emerges as a transformative force in educational theory and practice, empowering educators to design pedagogical approaches finely attuned to the complexities of the human brain, this paves the way for a more inclusive and effective educational landscape. This study is nested within a systematic review of the past 15 years of digital depository research and models of neuroeducational discourses, underscoring the field's evolving nature and its impact on contemporary education.
... Integration of animation, images, irrelevant content, and advertisements can easily distract the reader and hinder comprehension (Pae, 2020). Additionally, reading from screens could be even more challenging for over 20% of the population who suffer from some kind of reading disability (Shaywitz, 2003). This paper introduces a pilot study of a new interactive digital reading interface based on eye-tracking technology (ETT). ...
Conference Paper
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This study introduces the "New Line" (NL) interface, a gaze-contingent digital reading platform leveraging eye-tracking technology (ETT) to enhance reading experiences by addressing common issues such as fatigue and distractions. The NL interface presents text in a continuous line that scrolls according to the reader's gaze, emphasizing focused words with bold font. A pilot study with 13 participants revealed no significant differences in reading comprehension and speed between the NL interface and a traditional format, but users preferred the NL interface's features. The results suggest that ETT-based interfaces like NL can enhance accessibility, improve digital literacy, and support interactive, hands-free reading experiences.
... As has been reported in some studies, most of the second language teachers find writing rather a complex skill to teach by aptly linking it with their students" learning outcomes. Shaywitz (2003) believed that teachers are required to know that students learn in different ways, hence it may require different assets and requirements. For example, a low-achieving student in writing may not be necessarily be a low-achiever in other aspects of academic achievement. ...
Article
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Teaching EFL writing is one of the challenging tasks for every teacher, especially at the secondary level of education as it is consisted of very young learners. The current study was conducted with the aim of examining the challenges faced by the EFL teachers teaching EFL writing at the SSC level in Bangladesh. Mixed Method Approach was applied to conduct the study. 4 EFL teachers were interviewed from four secondary school of Dhaka City and 60 SSC students were given questionnaire to collect data. The study also aimed at exploring learners‟ view regarding their learning of writing skill as well. It was explored from the teachers‟ interviews that they faced a number of common challenges while teaching writing at the SSC level including students‟ tendency of memorizing rather productive writing, large class size and short class duration, insufficient teachers‟ training and improper curriculum. It was unfolded from the students‟ questionnaire that most of them did not get sufficient vocabulary and idea for creative writing. They claimed that they often did spelling and grammatical mistake while writing. It was also found that learners did not get sufficient time for writing practice in the classroom and for the same issue teachers could not give them clear feedback on their writing script. Based on the findings of the study, it was recommended that trained teachers, more writing practice in the classroom, interesting visual materials, motivation, and quick and clear feedback were essential to overcome the challenges to teaching-learning of writing skill at the SSC level in Bangladesh.
... A dislexia é um transtorno específico de aprendizagem que tem sido objeto de estudo e pesquisa ao longo das últimas décadas. Segundo Shaywitz (2003), a dislexia é Portanto, é fundamental que o diagnóstico da dislexia seja realizado por profissionais qualificados, como psicólogos, neuropsicólogos e psicopedagogos, que possuam experiência no diagnóstico e intervenção em transtornos de aprendizagem. Uma avaliação completa e precisa é essencial para identificar as necessidades individuais do aluno e desenvolver um plano de intervenção eficaz. ...
... Menggunakan beragam cara untuk asesmen tidak hanya membantu pemahaman tetapi juga membantu dalam penyimpanan informasi. Pendekatan pengajaran multisensori, yang mengintegrasikan elemen visual, auditori, dan sentuhan, telah terbukti meningkatkan hasil belajar siswa penderita disleksia (Shaywitz, 2003). Dengan menyajikan informasi dalam berbagai cara, guru dapat memperkuat pembelajaran dan memastikan bahwa siswa memiliki banyak jalur untuk mengakses materi. ...
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This research aims to determine elementary school teachers' understanding of universal design for learning (UDL) in inclusive classrooms. This research used a quantitative research approach with a survey design. Participants included thirty-two teachers at the elementary school level who have students with disabilities in their classes. Data was collected by conducting a survey using an instrument developed based on literature regarding universal design for learning strategies. The instrument has twenty-three items about the concept and implementation of three aspects of universal design for learning, such as multiple engagement, multiple representations, and multiple actions and expressions. The collected data was analyzed using statistical techniques such as frequency distribution, standard deviation, and one-way ANOVA. The findings show that elementary school teachers have a low level of knowledge regarding universal design for learning. Moreover, there was no statistically significant difference in teachers' understanding of universal design for learning based on years of teaching experience, highest degree earned, or gender. This research also suggests future research with a large sample and analysis.
... Dyslexia is a common learning disability with a rate of prevalence that varies anywhere between 5 to 20% of the population depending on how it is defined [13][14][15]. It often is the most self-declared disability in higher education [16]. ...
... Screeners that adhere to this model test the reading of isolated words and pseudowords. Sentence and text reading are more problematic as a means to identify reading disorders, both because they require additional abilities such as syntax, so a reader with syntactic deficits and no dyslexia may show difficulties in reading aloud such stimuli (Szterman & Friedmann, 2020), and because a dyslexic reader may use the semantic and syntactic context to reduce the number of errors (Friedmann & Rahamim, 2007;Shaywitz, 2003). ...
Article
Reading is a complex process involving multiple stages. An impairment in any of these stages may cause distinct types of reading deficits- distinct types of dyslexia. We describe the Malabi, a screener to identify deficits in various orthographic, lexical, and sublexical components of the reading process in French. The Malabi utilizes stimuli that are sensitive to different forms of dyslexia, including "attentional dyslexia", as it is traditionally refered to, characterized by letter-to-word binding impairments leading to letter migrations between words (e.g., "bar cat" misread as "bat car"), and "letter-position dyslexia", resulting in letter transpositions within words (e.g., "destiny" misread as "density"). After collecting reading error norms from 138 French middle-school students, we analyzed error types of 16 students with developmental dyslexia. We identified three selective cases of attentional dyslexia and one case of letter-position dyslexia. Further tests confirmed our diagnosis and demonstrate, for the first time, how these dyslexias are manifested in French. These results underscore the significance of recognizing and discussing the existence of multiple dyslexias, both in research contexts when selecting participants for dyslexia studies, and in practical settings where educators and practitioners work with students to develop personalized support. The test and supporting materials are available on Open Science Framework (https://osf.io/3pgzb/).
... Assessment and intervention were more likely to appear in the descriptions of dedicated literacy courses (86.67% referenced literacy assessment and 93.33% referenced literacy intervention) than embedded literacy courses (26.32% referenced literacy assessment and 23.69% referenced literacy intervention). This evidence suggests that the majority of SLPs may not be receiving any training in assessing or treating literacy, which is problematic given the high rates of written language disorders among children in U.S. public schools (ASHA, n.d.-b;Shaywitz, 2003), a setting in which a majority of SLPs work (ASHA, 2021). ...
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Purpose The purpose of this study was to examine the occurrence of preservice literacy coursework in a sample of graduate speech-language pathology programs in the United States and to investigate the relationship between the likelihood that programs offered literacy coursework and (a) geographical region, (b) Carnegie Classification of research activity, and (c) U.S. News & World Report ranking. Method Course offerings were analyzed from a sample of 50 accredited speech-language pathology graduate programs that were selected through stratified random sampling using the strata of U.S. geographical regions and the Carnegie Classification of research activity. Results Only 28% (n = 14) of the programs in the sample offered a course dedicated to literacy, 42% (n = 22) offered a course that embedded literacy content, and 14% (n = 7) offered both a course dedicated to literacy and a course that embedded literacy content. Descriptions of courses dedicated to literacy were at least 60% more likely to specifically reference training in literacy assessment or intervention than the descriptions of courses that embedded literacy content. Region, Carnegie Classification, and U.S. News & World Report ranking did not significantly predict the likelihood of programs offering literacy courses. Conclusion This study corroborates surveys of speech-language pathologists regarding their preservice literacy training and reveals the continued need to increase preservice coursework focused on literacy in speech-language pathology graduate programs, ideally through courses that are dedicated to literacy and address both literacy assessment and treatment. Supplemental Material https://doi.org/10.23641/asha.25607769
... (Lyon et al., 2003, p. 2) In other words, dyslexia is a biologically based condition that makes it difficult for students to learn to read fluently and spell correctly. Dyslexia is the most common learning disability; it is familial and hereditable, occurs in both genders equally, and does not go away (Shaywitz, 2003). Most importantly, students with dyslexia can be taught to read and write utilizing processes that incorporate multisensory, structured, explicit, intensive, systematic, cumulative, synthetic, and analytic teaching methods (Birsh & Carreker, 2018). ...
Article
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Purpose According to the American Speech-Language-Hearing Association (ASHA), prevention, identification, assessment, and intervention of children who are learning to read and write are within the scope of practice for school-based speech-language pathologists (SLPs). Furthermore, for SLPs who work in the school setting, it is not uncommon to have struggling readers and poor spellers on their caseloads. Importantly, for students who have difficulty in spelling, their spelling errors are among the early indicators of dyslexia and can provide a means for identifying readers who may benefit from early intervention. SLPs can both assess spelling skills and implement evidence-based spelling and literacy diagnosis and instruction. Spelling instruction in kindergarten through the high school grades that is heavily grounded in metalinguistic activities can provide access to mental representations of word spellings, pronunciations, and meanings; links between whole-word and phonics approaches to reading instruction; and a foundation for reading fluency and comprehension. Conclusions Learning to spell is essential for learning to read. Accordingly, this tutorial aims to elucidate how to (a) assess and identify phases of spelling development and (b) teach spelling to facilitate reading through a listening-first approach.
... Moreover Reid (1994), argued that individuals with writing difficulties may have a great deal to offer to societies by means of their creativity, skills and talents which may remain inactive and untapped owing partly to the frustrations of not being able to write the rest. Shaywitz (2003), suggested that teachers are required to know that students learn in different ways, hence it may require different assets and requirements. For example, a low achieving student in writing may not be necessarily be a low-achiever in other aspects of academic achievement. ...
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Writing in a language other than one's own is a courageous feat especially for rural students. Though the students have been grappling with their curriculum which includes the four language skills of English, Listening, Speaking, Reading and Writing (LSRW), they miserably fail even in the basics. Among these skills, writing skill has been the most neglected one and found to be the most difficult one and majority of students face many problems to write at least a formal letter or a simple short paragraph. Writing, in general, is the least lovable skill to the rural students but the fact is both personal and professional success depends on good writing skills. It can't be neglected and demands a lot of attention on the part of the teacher as well as the student because it is vital to regular academic life and future professional career. Students are expected to learn how to be good writers. If students are not able to write accurately, appropriately and logically using their own style, career will be difficult for them. I hope this short paper looks into various challenges encountered by English teachers in teaching writing skills to students in rural classrooms. Specifically, this research focuses on identifying the problems faced by language teachers, and contributes some solutions which benefit and assist to improve teaching methods, strategies and instructions that teachers employ in order to offer support to the learners for problematic writing in regular classrooms. This may give teachers the chance to help and lead the students to be better writers in future, using the English language with the least possible obstacles and to develop a keen understanding of writing skills.
... En las últimas dos décadas se ha producido un aumento significativo de la sensibilidad hacia la necesidad de realizar adaptaciones ordinarias en los centros educativos a este tipo de alumnado como, por ejemplo, cambios de ubicación en el aula, concesión de más tiempo para la realización de tareas, facilitación del acceso al material de lectura o puesta en marcha de adaptaciones en los métodos de evaluación, todo ello con resultados positivos (Shaywitz, 2003;. Sin embargo, los problemas lectoescritores asociados a la dislexia no remiten en la etapa adulta, puesto que es un trastorno que se considera persistente, y no desaparece ni con el tiempo ni con la instrucción normal que se recibe en el colegio (González et al., 2010;Soriano-Ferrer y Piedra-Martínez, 2016). ...
Article
La dislexia evolutiva afecta no sólo al aprendizaje de la lectura, sino también a áreas como la escritura, la memoria y las funciones ejecutivas. Estas dificultades no sólo están presentes en la etapa escolar de estas personas, sino que se extienden a su vida laboral. La inserción a un puesto de trabajo, así como su posterior desempeño implica tareas tales como organización, toma de notas y memorización que suponen un auténtico reto para estas personas. Sin embargo, y a pesar de sus repercusiones personales, económicas y laborales apenas existen en español herramientas que indaguen acerca de los problemas lectoescritores que estas personas encuentran en su vida laboral. Este estudio tiene el objetivo de validar un cuestionario, el ATLAS-T para adultos hispanohablantes en edad laboral y con diagnóstico de dislexia. Tras pasarlo a 87 adultos con dislexia y a 175 personas como grupo control, se llevaron a cabo tres tipos de análisis. En primer lugar un análisis discriminante para estudiar las respuestas al cuestionario, en segundo lugar un análisis de regresión lineal binomial para estudiar la capacidad predictiva del cuestionario de problemas lectoescritores que pondrían predecir la presencia de dislexia, y en tercer lugar un análisis de regresión lineal con dos variables demográficas para estudiar si estas personas suelen cursar estudios básicos con más frecuencia y desempeñar trabajos con un perfil lectoescritor más bajo. Los resultados confirmaron la consistencia metodológica del autoinforme, su capacidad de detectar problemas lectoescritores y la replicación de los resultados obtenidos en lengua inglesa. También se informa de características diferenciadoras con otros estudios anglosajones, como que las personas con dislexia no tienen una rotación laboral más alta que las personas normolectoras, o que su satisfacción laboral percibida es similar. El trabajo concluye que el cuestionario ATLAS-T es una herramienta válida para la detección y estudio de problemas lectoescritores en el entorno laboral, lo que puede ayudar a las personas con dislexia.
... Research has revealed that there is a strong link between phonemic awareness and the reading skill. Shaywitz (2003) claims that "Reading and phonemic awareness are mutually reinforcing: Phonemic awareness is necessary for reading, and reading, in turn, improves phonemic awareness still further." (p. ...
Article
The objective of this research is to determine whether the use of multimodal education can enhance writing abilities and boost the self-assurance of dyslexic learners as they acquire English language skills. The research was carried out in the Asir area of the Kingdom of Saudi Arabia. The study used a quasi-experimental approach and included pre-test and post-test evaluations. A cohort of sixty dyslexic learners received multimodal teaching, whereas another cohort of sixty got conventional training. The data analysis, which included ANCOVA and t-tests, revealed statistically significant enhancements in both writing correctness and fluency of the experimental group. In addition, we observed a substantial increase in self-reported writing confidence among participants in the experimental group compared to those in the control group. These results suggest that the use of multimodal teaching can significantly enhance the writing abilities and self-confidence of dyslexic learners in English language-learning (ELL) environments. These findings have significant ramifications for our educational approach.
Chapter
This chapter explores the complex field of neurodiversity in education and the workplace, focusing on the knowledge, adaptation, and celebration of variances in brain function. The chapter emphasizes the significance of embracing neurodiversity, which refers to the understanding and acceptance of various neurological diseases, to promote inclusive workplaces and stimulate innovation. The chapter examines neurodiverse conditions such as autism spectrum disorder, ADHD, dyslexia, and dyspraxia to debunk myths and misconceptions. It also acknowledges the distinctive strengths and difficulties experienced by neurodiverse individuals. The text explores practical approaches to accommodate neurodiversity in educational and workplace settings, such as tailored education plans, universal learning design, and sensory-friendly surroundings. The chapter promotes cultivating a society that values acceptance and tolerance. It pushes for initiatives and events that raise awareness about neurodiversity while encouraging the portrayal of neurodiverse individuals in media and literature.
Chapter
This chapter focuses on the emotional well-being of multilingual learners with dyslexia and their instructional and learning processes and challenges inside and outside school. Dyslexia is best evidenced in a child's reading ability. It adversely impacts a student's self-esteem and sense of well-being, approach to learning, and academic achievement. Identifying students' emotional and behavioral signs will aid educators and caregivers in providing appropriate interventions and support. The chapter focuses on the intercorrelation of feelings and behaviors and the development of student's self-concept and academic identity based on the difficulties experienced by multilingual children with dyslexia. Research-based strategies and techniques are discussed and explained to foster proactive learning environments while enhancing self-concept and inclusion. The chapter emphasizes that addressing the emotional aspects of dyslexia is as critical as providing academic support, making emotional well-being an essential component of educational experiences in multilingual students with dyslexia.
Article
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El estudio se llevó a cabo en el Consultorio psicológico de la Universidad Estatal de Milagro teniendo como objetivo el estudio del desarrollo neuropsicológico en niños y niñas con dificultades de aprendizaje. La metodología de la investigación aplicada fue de tipo no experimental, la misma que estuvo orientada bajo una investigación de campo a nivel descriptivo. Se empleó una muestra no probabilística conformada por doce (12) infantes del sexo femenino y masculino en edades comprendidas entre 7 a 11 años. Para la recolección de datos se empleó el Cuestionario de Madurez Neuropsicológica Escolar (CUMANES), agrupadas en 6 dominios o áreas (lenguaje, visopercepción, funcionamiento ejecutivo, lateralidad y ritmo). El estudio permitió identificar algunos trastornos criterios más frecuentes, como la discalculia, el cual afectó únicamente a las niñas, mientras que la Disgrafía se presentó solo en los niños. Por otro lado, en diagnósticos combinados, como Dislexia/Disgrafía, la afectación es similar en ambos géneros. El nivel Muy Bajo en el IDN (Índice de desarrollo neurosicológico) está asociado principalmente a la Dislexia y Dislexia/Disgrafía, lo que indica que estos trastornos del aprendizaje en la muestra están relacionados con las mayores limitaciones en el desarrollo neuropsicológico.
Chapter
Within this chapter, bibliotherapy is presented as a tool to provide social-emotional support to children in school settings, including those who are experiencing chronic diseases. The history and process of bibliotherapy are both examined, as well as current and past research on the effectiveness of bibliotherapy. It also incorporates practical, everyday resources, such as examples of literature that is appropriate for varied age groups, and/or challenges that individuals may face, including suggested steps to using school-based bibliotherapy effectively in a classroom environment. The chapter concludes with considerations for future research in the field. By the end of this chapter, an understanding of bibliotherapy will be developed as well as the practical “how-to” of a bibliotherapeutic approach to discussing and coping with both everyday (e.g., making friends) and more serious issues (e.g., chronic illness) in the classroom environment.
Chapter
What should we make of how dramatically neurological differences and neurological disturbances impact the ways in which we act, think, live, learn, and feel? This is a question that many have wrestled with throughout time. This chapter opens with Jean-Dominique Bauby’s The Diving Bell and the Butterfly, a book in which he translated his own pathological experience with locked-in syndrome. Julian Schnabel’s award-winning commercial film The Diving Bell and the Butterfly followed. Translations of stereopsis, strabismus, stroke, dyslexia, and other conditions into art forms are also examined. The benefits of translation and education are further discussed in terms of healing, academic projects, and outreach provided by community centers. All of these cases demonstrate that a translation of a subjective experience into another form opens a gateway for learning and communication.
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The acquisition of reading skills is an intricate process that demands the cultivation of various domain-general and domain-specific abilities. Consequently, it is unsurprising that many children grapple with maintaining proficiency at the grade level, particularly when confronted with challenges spanning multiple abilities across both domains, as observed in individuals with reading difficulties. Strikingly, despite reading difficulties being among the most prevalent neurodevelopmental disorders affecting school-aged children, the majority of available diagnostic tools lack a comprehensive framework for assessing the full spectrum of cognitive skills linked to dyslexia, with minimal computerized options. Notably, there are currently limited tools with these features available for Spanish-speaking children. The aim of this study was to delineate the protocol for diagnosing Spanish-speaking children with reading difficulties using the Sicole-R multimedia battery. This tool for elementary grades focuses on evaluating cognitive skills that are associated with dyslexia as prescribed by the scientific literature. Specifically, it concentrates on assessing a range of cognitive abilities that studies have demonstrated to be linked to dyslexia. This focus is based on the observation that individuals with dyslexia typically exhibit deficits in several of the cognitive areas evaluated by this digital tool. The robust internal consistency and multidimensional internal structure of the battery were demonstrated. This multimedia battery has proven to be a fitting tool for diagnosing children with reading difficulties in primary education, offering a comprehensive cognitive profile that is valuable not only for diagnostic purposes but also for tailoring individualized instructional plans.
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Degrees are presumably the most important institution in education markets. However, despite their high relevance, degrees and their design features remain poorly understood within the economics of education. This study addresses this gap. We provide an accurate formal definition of what constitutes a degree and formulate the first theory of degree design. This theory is based on a technological platform view that interprets degrees as modules within a hierarchical structure resembling that of software architectures. This approach provides new opportunities to address questions of degree optimization. Furthermore, a novel strategy to optimize the design of school degrees is proposed. This strategy is expected to improve the learning environment of weaker students across all school types, leaving higher-performing students rather unaffected. The implications and limitations of our approach are also discussed.
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Working memory (WM) has been consistently linked to reading. However, the mechanism(s) linking WM to reading remain unclear. WM may indirectly exert an effect onto reading through mediators such as phonemic awareness (PA) and/or rapid automatized naming (RAN). In a sample of children with reading difficulty ( n = 117), separate mediation analyses tested direct and indirect (through PA and RAN) effects of WM on untimed word decoding and recognition (i.e., basic reading skills) and timed word decoding and recognition (i.e., reading fluency). WM exerted a direct effect on basic reading skills and reading fluency. For basic reading skills, there was a significant indirect effect of WM on reading through the mediation of PA (but not through RAN). By contrast, for reading fluency, there was a significant indirect effect of WM on reading through the mediation of RAN (but not through PA). Findings reinforce the importance of WM, PA, and RAN for broad reading skills, while offering a mechanistic explanation for why poor PA and/or RAN may differentially lead to reading difficulty.
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This study provides a comprehensive analysis of pre-reading activities, post-reading activities, and satisfaction levels across several dimensions: Program Experience, Reading Improvement, Personal Impact, and Program Feedback, as detailed in various tables. The pre-reading activity highlighted significant gender disparities and varying difficulties with word lengths across different grades. The post-reading assessment demonstrated substantial progress in reading abilities across all grade levels, affirming the program's effectiveness. The findings revealed notable gender disparities in learner distribution across all grades, with a higher number of female learners, indicating the need for tailored interventions. The post-reading assessment showed significant improvements in reading abilities, including comprehension, speed, and fluency, across all grades. Learners exhibited increased confidence, engagement, and motivation, with some even tutoring peers, underscoring the program's impact beyond technical skills. Additionally, participants reported high satisfaction levels across various aspects of the program, including organization, materials, instructor quality, and program content. They experienced increased confidence, independence, enjoyment of reading, and improved academic performance, indicating a positive personal impact. This research underscores the efficacy of the 90-day reading program in addressing foundational literacy challenges, fostering independent reading habits, and positively influencing learners' personal and academic lives. The findings emphasize the importance of tailored interventions, supportive environments, and ongoing support in enhancing reading abilities and promoting lifelong learning.
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Dyslexia, characterized by word reading and spelling deficits, has historically been viewed through a medical model of disability. However, a countermovement has emerged, emphasizing the strengths and abilities of neurodiverse individuals, including those with dyslexia. The concept of neurodiversity, which was initially introduced to help inform understanding of a mild form of autism, has expanded to include dyslexia. The expansion has occurred alongside a similar portrayal of dyslexia as an advantage that comes with specific gifts, creating a positive stereotype. While intended to empower individuals with dyslexia, the translation of the concept of neurodiversity to dyslexia in this way can inadvertently stigmatize and isolate those who do not fit this positive stereotype of dyslexia. This review, following a perspective review article format, synthesizes existing literature on the purported gifts of dyslexia and the implications of both negative and positive stereotypes on the well-being of individuals with dyslexia. The findings of this review underscore the importance of dispelling myths about dyslexia and advocating against the use of stereotypes, both negative and positive, in portraying dyslexia. Doing so will help remove the harmful effects of stigmatization, stereotype threat, and the potential of a fixed mindset inherent to being stereotyped.
Technical Report
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This is an Executive Summary of the recently published book, Fact-checking the Science of Reading: Opening up the Conversation. It is published for the convenience of readers on the Literacy Research Commons website as an open-access document. It can be found at https://literacyresearchcommons.org
ResearchGate has not been able to resolve any references for this publication.