User:Cbmlou/Reading disability

Dyslexia[edit]
Main article: Dyslexia

Dyslexia is a learning disability that manifests itself as a difficulty with word decoding and reading fluency. Comprehension may be affected as a result of difficulties with decoding, but is not a primary feature of dyslexia. 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. It is estimated that dyslexia affects between 5–17% of the population. Dyslexia has been proposed to have three cognitive subtypes (auditory, visual and attentional), although individual cases of dyslexia are better explained by the underlying neuropsychological deficits and co-occurring learning disabilities (e.g. attention-deficit/hyperactivity disorder, math disability, etc.). Although not an intellectual disability, it is considered both a learning disability and a reading disability. Dyslexia and IQ are not interrelated, since reading and cognition develop independently in individuals who have dyslexia. "Nerve problems can cause damage to the control of eye muscles which can also cause diplopia" (WEBMD, 2005).

Students with dyslexia require a tailored approach in writing courses due to the impact of their neurological condition on their reading, writing, and spelling abilities. '''This approach is intended to aid their learning and maximize their potential. 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.  These practices provide effective strategies for writing courses to cater to the unique needs of students with dyslexia.  For instance, John Corrigan, a graduate student with dyslexia, indicates that “the best method is one-on-one [assistance]” from professors or teachers in order to elevate the students’ comprehension and strengthen their abilities in the classroom. Additionally, Corrigan states that the incorporation of audible text options are beneficial to students who are developing their writing skills. Corrigan's claim also implies that recorded lectures or self-recording class materials would serve a student with dyslexia. Sioned Exley's study concluded that an alternative approach to implementing inclusive writing practices is through kinesthetic teaching.   Exley argues that a student with dyslexia may understand material through visual learning opposed to auditory engagement, as auditory processing tends to be a compromised ability in many people with dyslexia.   Implementing inclusive writing practices in the education system, specifically targeting youth education, will pave a route for increased higher-level educational opportunities for individuals with dyslexia in their adult years. '''