Abstract
This paper looks at the definition and classification of dyslexia by medical professionals and teachers. It looks at how the two relate and how it informs the discourse and actions on dyslexia. The paper also examines how the two relate and influence professional actions on dyslexia to support the learners with this challenge. The paper utilize previous research data sampled by various researchers to draw conclusions on the definition of dyslexia by the two groups and to draw a conclusion on what help is available for students with dyslexia and makes recommendations on what more can be done. The paper finds that the medical profession focuses on what causes dyslexia and how it affects the students while the teachers focus on how dyslexia presents learning challenges. In attempt to adhere to the ‘no child left behind’ policy, teacher adopt methods of accommodation in lesson, syllabus and testing, to help their students with dyslexia have a fair chance at attaining national standards of education.
Introduction
Dyslexia is a concern for many stakeholders not just within affected families, but also the medical and education personnel who deal with the condition. A definition of dyslexia by medical practitioners was agreed upon The Research Group on Developmental Dyslexia and World Illiteracy; which informs how the condition is diagnosed and treated. The definition of dyslexia by educators is provided for in The Specific Learning Disability/Dyslexia Public Act 14-39; which provides a framework for handling students with dyslexia and recommends provisions to facilitate their education.
Even though there is little available research on the treatment of dyslexia, available research point to successful interventions in managing the condition and in availing opportunities for students with dyslexia to benefit in their studies. Medical research has also helped advance the field by categorizing the different types of dyslexia, the extent and manner in which they affect a child’s functionality and provision of possible interventions to mitigate the effects of the condition.
Literature Review
The definition of dyslexia by the education sector borrows from the definition provided by The Research Group on Developmental Dyslexia and World Illiteracy which defines Dyslexia as follows:
Specific developmental dyslexia: A disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and socio-cultural opportunity. It is dependent upon fundamental cognitive disabilities which are frequently of constitutional origin.
Dyslexia: A disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing and spell (Waites, 1968).
The above definition provides a guideline for use in the education sector. According to The Specific Learning Disability/Dyslexia Public Act 14-39 is classified as a specific learning disability which creates an impairment in children’s reading abilities by interfering which how they process phonetics, decode or show knowledge of sounds (SERC, 2015). This focuses on how dyslexia hinders a student’s learning and helps shape interventions which will ease learning by giving alternatives to mitigate the challenges with phonetics.
Researchers interested in the effects of treatment of dyslexia reviewed the balance model of learning to read and dyslexia. The authors reviewed studies on the treatment of developmental dyslexia from the past 25 years, and analyzed the different techniques that were used, and the results from these experiments in treatment based on one of three frameworks: temporal processing theory, phonological deficit hypothesis, and balance model of learning to read and dyslexia (Bakker, 2006). Bakers research assessed the mechanics behind treatment models and concludes that visual stimulation lowered the rate at which flashes are experienced (Bakker, 2006).
In assessing the influence of other factors that may influence articulation, researchers have focused isolating the influence of other languages and culture on the phonetic abilities of the child. A single case study was conducted on how the Arabic language has a specific graphic feature that enables the teachers to assess if their reading ability has been influenced by the global word form when the phonological route does not function. Such a study helps teachers to isolate other possible influences when determining whether a child is affected by dyslexia and when designing interventions to mitigate the problem (Boumaraf, &Macoir, (2016).
In a similar study, two experiments were done with a group of 100 children between the ages of 7 and 12 to show the ability of Spanish speaking children with the learning disability of dyslexia in developing orthographic representations, in order to see if having information about the context was helpful or not. The results indicate that the students from study demonstrated problems in developing orthographic representations of words (Suárez-Coalla, Ramos, Álvarez-Cañizo, &Cuetos (2014). This further directs the influence of other factors in the way interventions are made to impact dyslexia.
Another avenue for learning about dyslexia and its treatment and possible support is from students with dyslexia. Wennas explores the perspectives of seven adults with dyslexia through interviews about their experiences learning to read. Researchers asked questions to the adults about what they remember were the struggles and successes when they were navigating learning to read with a diagnosis of dyslexia. A main goal of the research is to find the most effective strategies for instruction for students with dyslexia to overcome their impairment, so they can learn to read well enough, to continue on into higher education. When students with dyslexia have the tools to challenge their disability in reading, they will have better chances to have a positive experience in their education (Wennas, 2013).
Method
Design
This study assessed available research data to determine the strides made in addressing dyslexia and the scope of what is considered as dyslexia. It looked at the various considerations made in determining interventions for dyslexia and looked at available research on the success of these programs in treating dyslexia.
Procedure
Relevant literature on the topic was collected. An assessment of the experiments done was made and data assessed to determine the results of the studies and the methodology. Their relevance to the definition of dyslexia was determined as well as their contribution to the treatment of dyslexia. The research was then analyzed and used to draw conclusions on the current trends in the treatment of dyslexia and the scope of dyslexia in education and medicine fields.
Results
The research reveals that the field of dyslexia is still developing and there are many new studies and interventions that are still being tested. The definition of dyslexia can also be said to be largely universal in both the education and medicine field. Their scope also co-relate and the determines the interventions in medicine as well as accommodations accorded in education.
There are many interventions especially behavioral, put in place to try and improve phonological awareness.
References
Bakker, D. J. (2006). Treatment of developmental dyslexia: A review. Pediatric Rehabilitation, 9(1), 3-13. doi:10.1080/13638490500065392
Boumaraf, A., &Macoir, J. (2016). The Influence of visual word form in reading: single case study of an Arabic patient with deep dyslexia. Reading And Writing: An Interdisciplinary Journal, 29(1), 137-158.
Waites, L. (1968). Definition of Dyslexia. Canadian Medical Association Journal, 99(1), 37.
Wennas, E. (2013). "I Don't Know What It Is to Be Able to Read": How Students with Dyslexia Experience Their Reading Impairment. Support For Learning, 28(2), 79-86.
SERC,. (2015). SERC | The State Education Resource Center of CT. Ctserc.org. Retrieved 26 July 2016, from http://ctserc.org/s/index.php?option=com_content&view=category&id=150:specific learningdisabilitiesdyslexia-initiative&Itemid=110&layout=default
Suárez-Coalla, P., Ramos, S., Álvarez-Cañizo, M., &Cuetos, F. (2014). Orthographic learning in dyslexic Spanish children. Annals Of Dyslexia, 64(2), 166-181. doi:10.1007/s11881-014 0092-5
