Dyslexia medical therapy: Difference between revisions
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Positive reinforcement is important as many students with learning disabilities have poor self-esteem. Psychological counseling may be helpful. | Positive reinforcement is important as many students with learning disabilities have poor self-esteem. Psychological counseling may be helpful. | ||
===Remedial Programs and Technologies=== | |||
There is no cure for dyslexia, but dyslexic individuals can learn to read and write with appropriate education or treatment. There is wide research evidence indicating that specialized [[phonics]] instruction can help remediate the reading deficits. The fundamental aim is to make children aware of correspondences between [[grapheme]]s and[[phoneme]]s, and to relate these to reading and spelling. It has been found that training, that is also focused towards visual language and [[orthography|orthographic]] issues, yields longer-lasting gains than mere oral phonological training.<ref name=Lyytinen>{{Citation | |||
| author = Lyytinen, Heikki, Erskine, Jane, Aro, Mikko, Richardson, Ulla | |||
| contribution = Reading and reading disorders | |||
| editor-last = Hoff | |||
| editor-first = Erika | |||
| title = Blackwell Handbook of Language Development | |||
| pages = 454-474 | |||
| publisher = Blackwell | |||
| place = | |||
| year = 2007 | |||
| isbn = 9781405132534}}</ref> | |||
Effective training is given by teachers at school or kindergarten. Meta-analysis evaluating the effects of [[phonological awareness]] instruction has shown that word reading skills of all children, those with a risk for reading problems as well as those developing typically, improved their reading in systematic phonics instruction, a method that encourages a word to be recognised through the building of its constituent sounds. Basic phonemic awareness instruction did not, however, improve spelling in disabled readers.<ref name=Ehri>{{cite journal | |||
| author = Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, Shananan | |||
| date=2001 | |||
| title = Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis | |||
| journal = Reading Research Quarterly | |||
| volume = 36 | |||
| issue = 3 | |||
| pages = 250-287 | |||
| url = http://www.reading.org/publications/journals/rrq/v36/i3/abstracts/RRQ-36-3-Ehri.html | |||
| accessdate = 2007-07-31 | |||
| doi = 10.1598/RRQ.37.2.1 <!--Retrieved from URL by DOI bot--> | |||
}}</ref> None of the studies included measures of reading fluency.<ref name=Necoechea2003>{{cite journal| author = Necoechea, D. M.| coauthor = Swanson, H. L.|date=2003 | title = The role of reading intervention research in the identification of children with reading difficulties: A meta-analysis of the literature funded | |||
by the NICHD. | journal = Advances in Learning and Behavioral Disabilities| volume = 16| pages = 83-161}}</ref> | |||
The core deficit of dyslexia is in learning to read at the word level <ref>{{cite book | |||
| last = Clark| first = Diana B, et.al. | |||
| title = Dyslexia: Theory and Practice of Remedial Instruction | |||
| publisher = York Press | |||
|date=2005}}</ref>, and individuals with dyslexia require more practice to master skills in their areas of deficit. In the circumstances where typically developing children need 30 to 60 hours training, the number of hours that has resulted in optimistic conclusions concerning the treatability of dyslexia is between 80 and 100 hours, or less if the intervention is started sufficiently early. Only approximately 20% of adults with early reading difficulties have acquired fluent reading skills in adulthood. <ref name=Lyytinen>{{Citation | |||
| author = Lyytinen, Heikki, Erskine, Jane, Aro, Mikko, Richardson, Ulla | |||
| contribution = Reading and reading disorders | |||
| editor-last = Hoff | |||
| editor-first = Erika | |||
| title = Blackwell Handbook of Language Development | |||
| pages = 454-474 | |||
| publisher = Blackwell | |||
| place = | |||
| year = 2007 | |||
| isbn = 9781405132534 | |||
}}</ref> | |||
{{see also|Dyslexia treatment|Alternative therapies for developmental and learning disabilities}} | |||
==References== | ==References== | ||
{{reflist|2}} | {{reflist|2}} | ||
{{WikiDoc Help Menu}} | |||
{{WikiDoc Sources}} | |||
[[Category:Disability]] | [[Category:Disability]] | ||
[[Category:Neurology]] | [[Category:Neurology]] | ||
[[Category:Needs content]] | [[Category:Needs content]] | ||
[[Category:Needs overview]] | [[Category:Needs overview]] | ||
Latest revision as of 21:28, 29 July 2020
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Medical Therapy
Every person with DRD requires a different strategy. An individual education plan should be created for each child with the condition.
The following may be recommended:
- Extra learning assistance, called remedial instruction
- Private, individual tutoring
- Special day classes
Positive reinforcement is important as many students with learning disabilities have poor self-esteem. Psychological counseling may be helpful.
Remedial Programs and Technologies
There is no cure for dyslexia, but dyslexic individuals can learn to read and write with appropriate education or treatment. There is wide research evidence indicating that specialized phonics instruction can help remediate the reading deficits. The fundamental aim is to make children aware of correspondences between graphemes andphonemes, and to relate these to reading and spelling. It has been found that training, that is also focused towards visual language and orthographic issues, yields longer-lasting gains than mere oral phonological training.[1]
Effective training is given by teachers at school or kindergarten. Meta-analysis evaluating the effects of phonological awareness instruction has shown that word reading skills of all children, those with a risk for reading problems as well as those developing typically, improved their reading in systematic phonics instruction, a method that encourages a word to be recognised through the building of its constituent sounds. Basic phonemic awareness instruction did not, however, improve spelling in disabled readers.[2] None of the studies included measures of reading fluency.[3]
The core deficit of dyslexia is in learning to read at the word level [4], and individuals with dyslexia require more practice to master skills in their areas of deficit. In the circumstances where typically developing children need 30 to 60 hours training, the number of hours that has resulted in optimistic conclusions concerning the treatability of dyslexia is between 80 and 100 hours, or less if the intervention is started sufficiently early. Only approximately 20% of adults with early reading difficulties have acquired fluent reading skills in adulthood. [1]
References
- ↑ 1.0 1.1 Lyytinen, Heikki, Erskine, Jane, Aro, Mikko, Richardson, Ulla (2007), "Reading and reading disorders", in Hoff, Erika, Blackwell Handbook of Language Development, Blackwell, pp. 454–474, ISBN 9781405132534
- ↑ Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, Shananan (2001). "Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis". Reading Research Quarterly. 36 (3): 250–287. doi:10.1598/RRQ.37.2.1. Retrieved 2007-07-31.
- ↑ Necoechea, D. M. (2003). "The role of reading intervention research in the identification of children with reading difficulties: A meta-analysis of the literature funded
by the NICHD". Advances in Learning and Behavioral Disabilities. 16: 83–161. Unknown parameter
|coauthor=ignored (help); line feed character in|title=at position 144 (help) - ↑ Clark, Diana B, et.al. (2005). Dyslexia: Theory and Practice of Remedial Instruction. York Press.