7-2 neruopsych

5

5-3 Final Project Milestone Two: Annotated Bibliography

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Annotated Bibliography

Dyslexia is a learning disability whereby a child has a weak reading ability accompanied by a language processing deficit that is not related to low IQ, and this hinders the child in his or her educational endeavors as well as social interactions. Its cognitive and neurological basis must be comprehensively elucidated if requisite interdisciplinary therapies are to be found. This last paper is supported by an annotated bibliography that includes important sources of information about the neurological structure of dyslexia, its effects on learning, and ways of helping children with this learning disability.

Two valuable articles by Shaywitz and Shaywitz dated 2020, provide an extensive description of dyslexia, generalized based on the cognition and neurology of the disorder that results in reading difficulties. Today they talk about the phonological model, which defines the disorder in terms of phonological processing problems. This resource has to be useful for my project since it offers an initial understanding of the presence of dyslexia and its impact on specific brain functions tied to reading.

(Gabrieli, 2016), explores how education and cognitive neuroscience complement each other in explaining dyslexia. The article also describes research papers that depict the neural differences in dyslexic persons through brain imaging techniques. This resource will be useful in explaining the neurological features of dyslexia and the implications for developing educational approaches.

 (Peterson and Pennington, 2015), discuss the developmental path of the condition with a focus on genetic and environmental causes of the disorder. They also reflect on its effects on students’ performance particularly in their academic endeavors in the long run. This is a very relevant source for my work since it provides detailed information on the development of dyslexia and its effects on children’s learning process and achievement.

(Snowling and Hulme, 2012) describe various intervention strategies to enhance language and maths in dyslexic children, and call for early identification of the children for effective instructional support. I will need this resource to talk about the best practices that may help us reduce the consequences of dyslexia in education-related interventions to be implemented in my project.

(Lyon, Shaywitz, and Shaywitz, 2003) describe dyslexia and its defining characteristics, which include phonological awareness, decoding, and spelling. This source will be quite useful in my project as it will define dyslexia, as well as describe how it affects children’s learning processes when it comes to written language.

 (Dyslexia Ramus, 2014) examines the part played by the parietal cortex in phonological processing and reading deficits comprising how impairments in this area of the brain affect the process of phonological processing and reading. This resource will be useful for the neurological analysis section of my project as it will give information about the brain areas most impacted by dyslexia.

The body of research on dyslexia is reviewed (Vellutino, 2004), and the authors present several critical findings regarding its cognitive, neurological, and educational profiles. Connecting to the proposed undertaking, this source is going to apply its strengths by offering historical background and a general preview of major discoveries made in the sphere of dyslexia identification, which will be useful to set a context for the subsequent reflection upon how the knowledge of this disorder has been developing.

(Nicolson and Fawcett, 2005) suggest that the impairment in timing and motor control traced in dyslexic patients may be attributed to cerebellar damage. What this article offers is a different view on the neurological basis of WD, where the authors concentrate on the role of the cerebellum instead of often referenced cortical regions. It will also help me with my project as I will be able to discuss how different neurological models can be used when one is designing interventions targeted at enhancing the motor skill development of kids with dyslexia.

References

Shaywitz, S. E., & Shaywitz, B. A. (2020). Dyslexia and Reading Disability: Overview and Current Issues. The Oxford Handbook of Reading. Oxford University Press.

Gabrieli, J. D. E. (2016). Dyslexia: A New Synergy between Education and Cognitive Neuroscience. Science, 352(6293), 118-122.

Peterson, R. L., & Pennington, B. F. (2015). Developmental Dyslexia. The Lancet, 379(9830), 1997-2007.

Snowling, M. J., & Hulme, C. (2012). Interventions for Children's Language and Literacy Difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A Definition of Dyslexia. Annals of Dyslexia, 53(1), 1-14.

Ramus, F. (2014). Neuroimaging and Dyslexia: The Role of the Parietal Cortex. The Neuroscientist, 20(5), 440-451.

Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific Reading Disability (Dyslexia): What Have We Learned in the Past Four Decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.

Nicolson, R. I., & Fawcett, A. J. (2005). Development of Dyslexia: The Role of the Cerebellum. Dyslexia, 11(2), 77-98.