Research Paper On Dyslexia

Dyslexia in Children Once a child becomes school aged and begins to learn how to read, learning disabilities may become apparent. An example of a developmental learning difficulty that affects 5-17% of school-aged children is called dyslexia (Jordan & Dyer, 2017, p. 161). The goal of this paper is to determine how dyslexia is defined, caused, and diagnosed. The paper will also explore implications of dyslexia on a child and how to help a child overcome their disability.
The definition of dyslexia was originally defined by the World Federation of Neurology in 1968 as “a disorder in children who despite conventional classroom experience, fail to attain the language skills of reading writing and spelling commensurate with their intellectual

All definitions include some description of the difficulties that are associated with the disorder. This includes phonological, visual, and auditory processing problems. As well as accompanying challenges such as lack of memory, poor time management and organization, slow processing speed, and lack of sequencing. Definitions also include the recommendation of the use of repeated practice of reading and individualized teaching approaches to help a dyslexic succeed (2007, p. 5). Teaching and treatment must be individualized because each child with dyslexia has different characteristics of the disorder as dyslexia typically ranges on a continuum from mild to severe (Reid, 2007, p.

Arnett et al. conducted research on the varieties of developmental dyslexia specifically concerning why males are diagnosed with reading disabilities more frequently than females. Their research found that “males are diagnosed with dyslexia more often than females, even among epidemiological samples” (2017). Overall, the sex difference in reading is due to the differences in inhibition and processing speed. Specifically, males’ have weaker ability to restrain from impulse and adhere to the task at hand, slower processing speed. Of these two factors, processing speed is the greatest descriptive factor in the difference between males’ and females’ acquirement of dyslexia (Arnett et al., 2017, p.