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Management of dyslexia depends on a multitude of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.. Some teaching is geared to specific reading skill areas, such as phonetic decoding; whereas other approaches are more comprehensive in scope, combining techniques to address basic skills along with strategies to improve comprehension and ...
Without a biological explanation for dyslexia, this heritability went unexplained. Not only must the heritability be explained, but also the environmental factors that protected at-risk children from developing dyslexia. Research began to focus on potential biological causes and to center the study of dyslexia in a developmental framework.
Thomas Richard Miles, T. R. Miles, more usually Tim Miles, (11 March 1923 – 11 December 2008) was Emeritus professor of psychology at Bangor University.. His research career was devoted to the study of developmental dyslexia as a constitutional disorder, likely to be "a form of aphasia", to the recognition that children with dyslexia have special education needs and that there should be a ...
In 1964, the Associated for Children with Learning Disabilities (now known as Learning Disability Association of America) was formed. [2] In 1968, Makita suggested that dyslexia was mostly absent among Japanese children. [15] A 2005 study shows that Makita's claim of rarity of incidence of reading disabilities in Japan to be incorrect. [16]
The Institute of Education Sciences (the independent, non-partisan statistics, research, and evaluation arm of the U.S. Department of Education), describes the approach as follows: "Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels.
Dr. Orton's key contribution to the field of education was the concept of "multisensory" teaching–integrating kinesthetic (movement-based) and tactile (sensory-based) learning strategies with teaching of visual and auditory concepts. Dr. Orton wanted a way to teach reading that would integrate right and left brain functions.
Research into potential genetic causes of dyslexia has its roots in post-autopsy examination of the brains of people with dyslexia. [37] Observed anatomical differences in the language centers of such brains include microscopic cortical malformations known as ectopias , and more rarely, vascular micro-malformations, and microgyrus —a smaller ...
The incorporation of inclusive writing practices within the curriculum allows students with dyslexia to achieve a parallel education as their peers who do not have dyslexia or other reading disabilities. [18] [19] These practices provide effective strategies for writing courses to cater to the unique needs of students with dyslexia.