dyslexia

Dyslexia

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Dyslexia occurs when there is a problem with the development of the brain while in child development. The target Dyslexia audience is mostly brain traumatized or had experienced brain injury leading to difficulties in reading and writing (Rack, 2017). Some of the strategies that can be used to improve the reading capabilities of individuals include Eye tracking where the movement of eyes is improved, reading fluency can be used to enhance the decoding of unfamiliar and straightforward words. Free audio books, reading comprehension, reading aloud, as well as the employment of a phonic alphabet code chart can be also used. The two theories that can be used to explain more on dyslexia include the phonological theory as well as the allophonic theory.

The phonological theory explains the deficit that the representation, retrieval, and storage of the reading and speech sounds. The phonological explanation is that it is essential for individuals that have trouble manipulating the words that provide various linguistic sounds that are important for the phonologic coding and decoding skills. The Allophonic theory, on the other hand, supports the way dyslexic individuals are not able to integrate the allophonic features that they understand from reading into speech development and understanding (Fawcett and Nicolson, 2017).

The theories can improve the abilities of people with dyslexia by issuing awareness on the incorrect spelling patterns in phonetics, give meaning to the need to exercise and its purpose, incorporating dictation as a tool for phonological processing, as well as presenting the additional opportunities that can, in the long run, improve and reinforce reading skills. The most crucial information that the reading materials and the theories explain is that the individual patients need to understand that reading and spelling gains are developed over time, and hence patience is necessary as well as direction (Rack, 2017).

References

Fawcett, A., & Nicolson, R. (2017). Dyslexia in children. Routledge.

Rack, J. P. (2017). Dyslexia: The phonological deficit hypothesis. In Dyslexia in children (pp. 5-37). Routledge.