Patial Learning Style

patial learning style, should have a cognitive predisposition for learning American Sign Language as a second language.

In the way our brains are formed highly depends on how and when we are taught to read. In a recent study, adults who had typical experiences in learning to read and adults who had handicapped experiences in learning to read were observed in their responses to specific stimuli. The researchers state how our brains are formed based upon what we are exposed to in the world which surrounds us, however when we learn to read this is contested. For those whom are not taught to read or do not pick up general ideas of reading before an early enough age, the brain begins to format differently. Therefore speaking, occipitotemporal gyrus,

or the link between the occipital lobe and the temporal lobe, of dyslexic and deaf students reacts differently to certain stimuli than typical reading students(Pegado et al., 2014). This in an important fact to recognize when accounting for which language classes students should take in their educational careers. If anything, it would suggest that dyslexic students need to be introduced to a visual language, like American Sign Language, for success in a foreign language.
This difference in the students with dyslexia brain affects them in multiple ways. In addition to having a tangible reasoning for having a visual learning style, students with dyslexia also often have issues with syntax and pragmatics. Both syntax and pragmatics usually become problematic, however it does not equate to having a problem with prosody. Thus speaking, issues arise with the way sentences are structured and organizational strategies for students with a reading disorder(Marshall, Harcourt‐Brown, Ramus & van der Lely, 2009) As a structured language, sign language in general is lacking many features which may add as bonus to students with reading disabilities. As previously mentioned, there is no written or read systems in play. As a learning process, especially for students with dyslexia, this is a definitive advantage in regards to stress levels, and the expectation to read in a language they are not familiar with, especially when they lack the capabilities to read fluently in their native language. This ability is impacted by the fact that the students are experiencing no issues with prosodies of language, yet instead the specifics of the written system(p. 470).
The dyslexic student has many issues within the reading system of the English language. The main parts of written and read language include, yet are not limited to: phonological awareness, phonemic awareness, word and letter recognition, memory, fine motor skills, audio discrimination and syntax structure. An interesting thing to note, as many of these components are not important aspects of American Sign Language. As a language without sound, American Sign Language uses a bevy of other methods for communication. This is furthermore proof that American Sign Language would be an ideal for our dyslexic students to learn.
In addition, the syntax of American Sign Language is entirely different than the syntax of the English spoken language. American Sign Language uses a system of classifiers along with a combination of nouns, verbs and adjectives to communicate language. In American Sign Language, the speaker eliminates many words by using a specified motion to replace words. To express going down in an elevator, the user would show the sign for elevator, and then follow with a downward motion. For a student with dyslexia, these movements replace many words which, for students with a language impairment in comorbidity with their reading disability, this may come as a relief. Also, for sign language to minimize the amount of words, such as the example with sign language syntax, this may introduce a simpler method of communication for our students. The fact that American Sign language uses less words in all, furthermore suggests a predisposition for students with reading disabilities to have a successful attempt at language learning.
Phonemic awareness also affects the dyslexic reader. Phonemic awareness includes understanding phonemes and syllables in words, comprehending rhyme schemes. The lack of phonemic awareness is a major indicator of the dyslexic student. In addition, phonemic awareness poses equally as an issue within the deaf community. In general, native non-hearing signers do not perform well on a phonemic awareness assessment. This is despite if they are proficient readers or not(Koo, Crain, LaSasso & Eden, 2008). This is another indicator that sign language had linguistic elements which appeal specifically to the brains of the dyslexic reader. Due to the fact that native signers, despite their reading skills have the same issues of dyslexic readers, it would suggest that students who have a similar predisposition to understanding phonemic awareness would benefit in the acquisition of a language where phonemic awareness is not stressed or needed for comprehension.
In correlation to phonemic awareness, phonological awareness also is problematic within dyslexic students. Phonological awareness is the ability to identify and utilize the sounds of language. in both words and non words, and the ability to delete segments in words. Also, phonological awareness is a precursor for students to not recognize the relationships between letter sounds and words, which later translates to reading skills. Students with issues with phonemic awareness issues could have difficulties with these tasks if presented in a setting where reading skills are a necessity(Bruck, 1992). Similarly to phonemic awareness, when native, deaf signers are assessed on their phonological awareness skills they perform much lower than their English speaker peers. Again, this is another identifier that American Sign Language is a language that would benefit the specific learning styles of the dyslexic student.
Many dyslexic students also have problems with audio discrimination. Audio discriminate is the ability to differentiate sounds. Within American Sign Language, as there are no sounds associated with the language, this is another aspect in which American Sign Language is the ideal language to introduce to a dyslexic student. Students do not need any audio discriminatory skills to learn American Sign Language.
Word and letter recognition are also a large part in reading.

This is another positive factor in introducing sign language to the dyslexic reader. In sign language, there are no words or letters for the student to recognize. Instead, the learners of sign language have to physically create the signs. This ends up creating a more powerful device for the students to memorize. Instead of relying on visuals to memorize words and letters, the learners of sign language create the signs. Sign language also does not need fine motor skills, which are often found affected in the dyslexic reader. Without the usage of these fine motor skills, or somewhat abstract letters and words, the dyslexic learner of American Sign Language is fully entrenched into the world of sign language by creating the signs with the learners own body and no other foreign tools such as pencils and paper. Also, American Sign Language, although not entirely, features many idiosyncrasies. This is not the basis of American Sign Language, however with the signs that do correlate to English spoken word, this also makes it more relatable for dyslexic students. (Wrap up this

sentence)
Schools and institutes for the study of learning disabilities are also employing the
ideology of teaching American Sign Language to students with dyslexia. One institute in
particular is the Yale Center for Dyslexia and Creativity. The Yale Center for Dyslexia and
Creativity is, defined by the center’s website: “[A] nexus for research on dyslexia, and is as
well a leading source of advocacy and information to better the lives of people with
dyslexia” (Dyslexia.yale.edu). In addition, the center is a subsidiary of the Yale School of
Medicine and focuses on what benefits students with a reading disability. The center’s
website features a testimonial from a dyslexic student who successfully substituted American
Sign Language for his foreign language requirement in high school. This particular student
tried learning Spanish, yet experience similar difficulties in learning to speak and read
English. The student, who’s referred as CJ, mentions that “ASL is definitely worth
taking…It is more hands-on and visual and that makes it easier to learn, much easier than I
anticipated.” The article also mentions that CJ is currently receiving an A in his sign
language class and keeping up with the pace of his sign language class. This serves as proof
that the language of American Sign furthermore, is a perfect language to introduce to
dyslexic students as a whole.

There is much more to be implored on the topic of dyslexic students and learning
American Sign Language.

One component which was not fully expressed in this paper would

be the social emotional aspect of learning American Sign Language. For further reading, the

social emotional aspect of learning a language such as American Sign Language for the

dyslexic reading should be explored. Due to the fact that American Sign Language is a

language cerebrally tailored for the dyslexic student, it could be an interesting topic to see the

positive psychologic affect upon students learning in which there is tangible evidence in

which they should succeed. Looking at CJ in the article from Yale’s Center for Dyslexia and

Creativity, readers can take CJ for an example of the positive benefits students have by

taking American Sign Language as a foreign language.

In all, it is important for students of all abilities to learn a foreign language. Not only

does it give students an insight to languages and cultures that are not their own, yet it also

provides students a new vocabulary and it challenges the way their brains work. Dyslexic

students have challenges learning most things language related, including foreign language.

However, we should not disqualify them from an amazing experience such as learning

a
foreign language. Thankfully, American Sign Language is a language which specifically
caters to the specific learning style of the dyslexic student. American Sign Language is a
visual language, which with dyslexic students this is a huge benefit. In addition, American
Sign Language lacks many linguistic components which traditionally affect dyslexic students
in both reading and spoken word. The overall positive effects of dyslexic students taking
American Sign Language as a foreign language and successfully succeeding is evidence that

dyslexic students should take American Sign Language as a foreign language. If school
systems overall effect the confidence of dyslexic students, by giving them an option where
they will definitely succeed is definitive evidence that dyslexic students should take American Sign Language over any other foreign language available in schools.