from Developmental Dyslexia ( work will be attached) two articles: critical analysis- Developmental Dyslexia (600 words per article): In this analysis, you should focus specifically on

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Assessment 02

Name: Kalani (student ID 30393418)

Course: EDMST 6113. English Language Studies B: Phonetics, Phonology and Oral Communication

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Introduction

Developmental dyslexia is a disease that severely impairs reading and spelling. Dyslexia

causes persistent and often severe word recognition problems, which make spelling and decoding

challenging. Dyslexia can cause academic issues and low self-esteem in children by making reading

and spelling difficult. Failure to keep up with peers in school can cause irritation, anxiety, and

inadequacy. If not discovered and managed these negative emotional and psychological effects

may worsen dyslexia's learning difficulties and have a long-term influence on a child's education

and well-being. Developmental dyslexia makes it hard to understand how sounds and letters

relate. It sometimes manifests as an inability to manipulate speech sounds inside words easily,

such as recognizing the sounds in "cat.” These phonological awareness issues are essential for

proper reading and spelling because they build the framework for reading proficiency. The

neurological and cognitive causes of dyslexia are still being studied, but it is generally

acknowledged that the brain's processing and representation of language sounds and their

relationship to written symbols is the fundamental issue. Scientific research continues to

determine developmental dyslexia's causes to help understand and deal with it better.

Theories and research findings

Blomert and Willems (2010) posit that the Phonological Deficit Hypothesis is a leading

developmental dyslexia theory. This theory argues that phonological awareness impairments

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produce dyslexia. Dyslexic children struggle to identify and manipulate word sounds, which are

necessary for reading and spelling. Phonological awareness deficiency may be linked to poor

language processing brain development. The causes and neurological correlates of these deficits

are being studied. Altmann, Lombardino, and Puranik (2008) also note dyslexia-related cognitive

and language traits. This study suggests cognitive and linguistic barriers may induce dyslexia-

related phrase production difficulties. They may struggle to organize and retrieve words, which

affects their sentence structure. This study goes beyond phonological awareness to underline the

complex relationship between cognitive and linguistic processes and dyslexia's particular issues.

On the other hand, Harris, Botting, Myers, and Dodd (2011) examine how speech

impairment, phonological awareness, and early literacy evolve. Their research reveals that speech

impairments can lead to phonological awareness issues and reading difficulties. The intricate

relationship between speech and reading development is highlighted. Early speech intervention

may prevent or mitigate subsequent reading impairments in at-risk children, emphasizing the

need for early intervention and a holistic approach to dyslexia treatment.

Friedmann and Coltheart (2016) describe developmental dyslexia kinds to deepen

understanding. Rather than a single disorder, dyslexia is presented as a spectrum in this article.

Each type may entail various cognitive or neurological systems. Surface dyslexia affects irregular

words, while phonological dyslexia affects non-words. This variety shows that dyslexia is a

complicated condition with many manifestations that require specific treatments and support.

Finally, a 1990 study by Brown and Felton examined how training affects early reading

skills in children at risk for reading handicaps. Early intervention and adequate reading training

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help dyslexic children learn to read, according to this research. It implies that well-designed

interventions and effective teaching methods can help at-risk children read. This research shows

that tailored interventions and instructional methods can improve dyslexia patients' lives,

emphasizing the need for early detection and support.

Approaches and controversies

According to Blomert and Willems (2010), phonological-based therapies can help dyslexia.

The Phonological defect Hypothesis states that improving phonological awareness and phonics

skills can fix dyslexia's underlying defect. These basic skills can help people with dyslexia perceive

and manipulate word sounds, improving reading and spelling. This strategy tackles the problem

at its source and is essential to dyslexia intervention. As Brown and Felton's 1990 study on dyslexia

instruction showed, the argument over successful teaching approaches continues. Multisensory

techniques that use visual, aural, and kinesthetic senses to improve reading skills are

recommended. These methods provide a complete learning experience for people with dyslexia.

Different sensory modalities are used to make learning more complete and effective. However,

the comparative efficacy of instructional methods is still being studied.

According to Friedmann and Coltheart (2016), neurobiological and genetic research has

illuminated dyslexia's brain abnormalities and genetic determinants. These findings have raised

questions about diagnosis and treatment. Bridging the gap between our developing

neurobiological understanding of dyslexia and its educational and therapeutic applications is

challenging. The illness is complex; thus, interventions should be personalized to each person,

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emphasizing the need for continued study. Harris, Botting, Myers, and Dodd (2011) agree that

early screening and intervention are crucial. The optimal way to identify and support at-risk

youngsters is often disputed. Early screening helps identify children at risk for dyslexia and

provides effective interventions. To improve dyslexia outcomes in children, research and practice

continue to create evidence-based early screening methods and interventions. Overall,

developmental dyslexia is a complex field with diverse strategies and techniques for

understanding and treating it. Researchers constantly study the complicated causes, kinds, and

best treatments of developmental dyslexia. This discipline constantly evolves, so staying current

on research is crucial for diagnostic and intervention best practices.

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References

Altmann, L. J. P., Lombardino, L. J., & Puranik, C. (2008). Sentence production in students with

dyslexia. International Journal of Language & Communication Disorders, 43(1), 55–76.

https://doi.org/10.1080/13682820701284522

Blomert, L., & Willems, G. (2010). Is there a causal link from a phonological awareness deficit to

reading failure in children at familial risk for dyslexia? Dyslexia (Chichester,

England), 16(4), 300–317. https://doi.org/10.1002/dys.405

Brown, I. S., & Felton, R. H. (1990). Effects of instruction on beginning reading skills in children at

risk for reading disability. Reading & Writing, 2(3), 223–241.

https://doi.org/10.1007/BF00257973

Bar-On, A. & Ravid, D. (2018). Handbook of communication disorders: Theoretical, empirical, and

applied linguistic perspectives. Berlin, Boston: De Gruyter Mouton, 1-37

https://doi.org/10.1515/9781614514909

Harris, J., Botting, N., Myers, L., & Dodd, B. (2011). The relationship between speech impairment,

phonological awareness and early literacy development. Australian Journal of Learning

Difficulties, 16(2), 111–125. https://doi.org/10.1080/19404158.2010.515379