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It is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction. [4] It is estimated that dyslexia affects between 5–17% of the population.
The dual-route system could explain the different rates of dyslexia occurrence between different languages (e.g., the consistency of phonological rules in the Spanish language could account for the fact that Spanish-speaking children show a higher level of performance in non-word reading, when compared to English-speakers).
Hyperlexia is a syndrome characterized by a child's precocious ability to read.It was initially identified by Norman E. Silberberg and Margaret C. Silberberg (1967), who defined it as the precocious ability to read words without prior training in learning to read, typically before the age of five.
Dyslexia, previously known as word blindness, is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one ...
'The supported reading stimulation from MOR has a rehabilitative effect so that reading rate and accuracy are better for untrained text, and word-form recognition improves as evidenced by a reduced word-length effect.' [10] These tactics have seen quite good success. Another tactic that has been employed is the use of cross modal therapy.
The tutoring model's components can ensure that service from a non-certified tutor can in fact prove to be effective by “engaging reading materials that are carefully graded in difficulty"; offering "a sequenced word study or phonics curriculum"; "regularly scheduled tutoring sessions (at least two each week)"; "a committed group of non ...
2 Cause. 3 Diagnosis. 4 History. 5 See also. ... reading maps, assembling jigsaw ... or "disorders of nonverbal learning" was a category encompassing non-linguistic ...
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.