Understanding Dyslexia in Children Through Human Development Theories = فهم عسر القراءة لدى الأطفال من خلال نظريات التطور البشري

Abstract

T he word dyslexia is derived from two Greek words: dys (inadequate or lack of ) and lexicon (word and/or verbal language).1 Dyslexia thus means problems learning how to read words and deal with language in print. Historically, dyslexia has been used to describe difficulty in reading as a result of brain damage. 2There are two models used in defining dyslexia: the Orthodox Model and the Davis Model.2 The Orthodox Model describes dyslexia as developed rather than innate, with difficulty in reading as a result of cerebral disease rather than brain injury. The Davis Model describes dyslexia as difficulty in reading or language processing as a result of intermittent disorientation. This disorientation comes from conflicting messages to the brain, for example, when the eyes are telling the brain one thing but senses of balance and movement are saying something different. Another way of understanding dyslexia is the dual-route model. 3,4,5 This model explains two pathways from print to speech.3 One pathway operates via the use of grapheme-phoneme correspondence rules which are termed the nonlexical route for reading aloud. The other pathway operates via access to a semantic system, the lexical route for reading aloud.3 The non-lexical route successfully allows an individual to read non-words, abstract: Dyslexia is a specific learning disability that is neurological in origin, with an estimated overall worldwide prevalence of 5-10% of the population. It is characterised by difficulties in reading, accuracy, fluency, spelling and decoding abilities. The majority of publications reviewed indicated that screening is performed at the preschool level. Screening can also be conducted at birth or the first year of life. Understanding human development theory, for example, Piaget's human development theory, may help determine at which stage of childhood development dyslexia is more detectable, and therefore guide the management of this disability. The objective of this review is to provide a brief and updated overview of dyslexia and its management in children through human development issues.

Phonological awareness and quick naming of developmental dyslexia in Sekolah Dasar Inklusif Pantara, Jakarta

“…The sounds that the second dyslexic child exchanges are [a] to [u] Based on the exchange of dyslexic children tend to swap sounds to make noises and noiseless sounds to sound, other than that nasal sounds changed to semi vowel. Based on the exchange of sounds performed, these characteristics are in accordance with the findings of Hermijanto et al 2016;Dewi, 2015, p. 4;Al-Shidhani, Arora (2012). In addition, the ability of dyslexic children simplifies words and converts words into pseudowords according to findings from Atmajaya (2016).…”

Reading charts in ophthalmology

“…Thus, reading tests have become useful investigative tools for several fields of research, including psychology, neurology, and psychiatry. In addition, reading tests are also used for evaluating reading competence [ 47 ] and diagnosing reading disabilities such as dyslexia [ 43 ]. Another approach has involved the use of reading tests and reading charts in clinical ophthalmology [ 28 – 32 , 48 – 53 ].…”

A review on dyslexia for school going children and its homoeopathic management

“…Dyslexia is a definite learning disorder, neurological in origin. It is characterized by difficulties in reading, accuracy, fluency, spelling and decoding abilities [4] . Every individual is differ from another one.…”