9-3 neuropsychology

2

3-1 Cognitive Neuropsychology

Student’s Name

Institution Affiliation

Date

3-1 Cognitive Neuropsychology

For my final course in Cognitive Neuropsychology, I intend to focus on the condition of dyslexia in children. Dyslexia is an explicit learning disability with difficulties resulting significantly from reading and language processing, even though the person may have average or above-average intelligence. Such malfunction includes problems of accurate and/or fluent word recognition, spelling, and decoding (Carlson, & Birkett, 2021).  Studying dyslexia is of key importance to get insight into the cognitive and neurological processes underlying reading difficulties. I try to explain what dyslexia is, how it acts in changing the brain's ability to process written language, its impact on school achievement, and how different interventions designed for children who have the disorder work.

In the following discussion, I will review the cognitive and neurological underpinnings of dyslexia regarding its effects on brain functions concerned with reading processes and language processing. The review will further assess the effect of dyslexia on the learning process, self-esteem, and social relations in children. Evidence-based educational strategies and therapeutic interventions shall also be reviewed that assist children with dyslexia in improving their reading and writing skills.

In order to generalize this discussion, I will consider questions such as how other cognitive disorders compare with dyslexia in consequence for learning and development, what alternative perspectives or additional interventions may prove most useful for children with dyslexia, and in what ways the impact of dyslexia on academic performance and social development might differ across other educational settings or cultural contexts.

References

Carlson, N. R., & Birkett, M. A. (2021).  Physiology of behavior. Pearson Higher Ed.