Myriah Smith - 2108100

EDUC0000 Assessment 1 Case Study

Tutor -

Summary of Research Findings.

Case Study: Scenario 1 Dyslexia
Student Information
Sam
8 Years old
Year 3
Introduction to Dyslexia:
Dyslexia is a word used to describe a specific learning difficulty that
can affect people in a variety of ways (Lawrence). Around 80% of all
learning-disabled students are identified as Dyslexic, with Dyslexia
becoming the most common learning disability (Shaywitz). Whilst it
was believed to have once affected boys primarily, recent data
shows that it affects similar numbers of both boys and girls, and is
considered heritable with data revealing 23-65% of children
identifying as Dyslexic who also have at least one dyslexic parent.
(shaywitz). Shaywitz has found that Dyslexia is not a development
lag , but a persistent condition.
What is Dyslexia?
Individuals with Dyslexia are often talented with productive minds,
however are said to have language-learning difficulties. They are
sometimes described as learning, and needing support and
teaching, in other and different ways (Dyslexia Assoc.). The British
Dyslexia Association describes Dyslexia as a specific learning
difficulty, that mainly affects reading and spelling, and is
characterized by difficulties in processing word-sounds and a
weakness in short-term verbal memory (Reid, G, Dyselxia, p.5-6).
Reid describes Dyslexia as a processing difference that
incorporates visual and phonological difficulties, that can also affect
cognition such as memory, processing speed, time management
and coordination. Shaywitz (1998) refers to Dyslexia as an
unexpected difficulty in reading in children and adults who would
otherwise posses the intelligence, motivation and schooling
necessary for accurate and fluent reading.
The paradox of dyslexia:
Research has found that a deficiency within a specific component of
the language system causes people with Dyslexia the most
difficulty. This component is the Phonologic module, and is
responsible for the processing of sounds in speech. People with
dyslexia have difficulty developing an awareness of a word, both
written and orally spoken, and the processing of the distinctive
sounds that constitute language. Reading comprises of two main
components decoding and comprehension, with dyslexia impairing

Myriah Smith - 2108100

EDUC0000 Assessment 1 Case Study
Tutor the phonological elements and therefore producing difficulty when
decoding a word. However, the higher order functions involved in
comprehension such as cognitive and linguistic functions are often
intact. Therefore describing the paradox of Dyslexia, very intelligent
people who experience difficulty when reading (shaywitz).
Characteristics of Dyslexia:
Lawrence has found Dyslexia can affect children in ways other to
reading and writing. Common characteristics of Dyslexic children
can include:
Cannot easily remember instructions
Is easily distracted
Has problems with general organization
Easily forgets a sequence of steps
Gets lost easily
The British Dyslexia Association describes a series of core
characteristics when diagnosing and assessing Dyslexia, specific to
areas including reading, writing, spelling and memory:
Reading:
Difficulty recognizing and remembering word sounds
Substitution of similar words when reading aloud
Difficulty with rhymes Such as remembering nursery rhymes
or the sequence of a rhyme.
Reverses, omit and additions during deciding whilst reading
Loses their place when reading
Difficulty with the sequence of the alphabet
Difficult pronouncing multi-syllabic words
Slow reading speed, with little expression
Spelling:
Phonological errors
Difficulty with word endings
Letters being out of sequence
Writing:
Slow writing speed
Unusual writing grip or sitting position
Reluctance to write at length
Memory:
Poor short term and working memory
Poor long term memory and organization.

Myriah Smith - 2108100

EDUC0000 Assessment 1 Case Study
Tutor Finally, people with Dyslexia often have poor reading and decoding
skills, whilst maintaining good comprehension skills. This contrast is
often used as an indicator of dyslexia (Reid, G., Dyslexia, p.6). It is
also important to remember Dyslexia varies with each individual,
and therefore students will have varying characteristics,
weaknesses and strengths. Dyslexia can also be assessed using a
continuum from mild to severe, with effective teaching strategies
also varying amongst students.
How Dyslexia can impact a students learning:
Dyslexia can impact students learning by contributing to difficulties
to all areas of learning. Therefore the Teacher needs to consider
barriers the student might have towards leaning and consider
cognitive (learning skills), environmental (learning experience), and
literacy acquisition (attainment) (p. 7). Reid also places emphasis on
the need to not look solely at the student, and what he/she can or
cannot do but to look at the task that is being presented. The
following barriers to learning may impact a student with Dyslexias
learning, and it is the educators responsibility to be aware of these
difficulties.

Understanding the task Students with dyslexia can have

difficulty understanding what is expected. Whilst the student
may have the cognitive ability to understand the task without
a clear explanation may struggle in a variety of curriculum
areas and not fulfill the full use of their abilities.

Students have difficulty remembering information In

particular a list of items or verbal instruction, and therefore
might forget specific instruction regarding a task, especially
those given verbally.

Have difficulty organizing information - Students with Dyslexia

may need more time to process information, and additional
support decoding and arranging information. Chin reveals that
students with Dyslexia when answering a Math problem may
use different steps to reach a conclusion rather than one
direct path. Therefore sometimes they miss track of the
original problem, and need support in organizing the
information they have gained (2002).

Being able to understand the print medium- The layout and

presentation of worksheets is just as important as the content
and the tasks. Dyslexic students need visual cues from the
worksheet, with the page not to overcrowded overloading the
brain with information, and writing not too small.

Myriah Smith - 2108100

EDUC0000 Assessment 1 Case Study
Tutor Found to do worse than their non dyslexic counterparts at
traditional forms of assessment Dyselxic students whilst
having a high level of intelligence in a particular curriculum
area, often are required to participate in a written examination
of their understanding. With slower reading and writing
speeds, and greater anxiety of these components, these
traditional methods can be barriers of attainment for Dyslexic
students (Crisp, Johnson & Novakovic, 2013).

Self esteem: Dyslexic students can have quite low selfesteem in regard to learning, with some students exhibiting a
cautious approach to learning. Students may have had
multiple experiences where they felt as if they had failed
tasks, or even have felt all of their learning has been behind
the rest of their people. This low self-efficacy towards
themselves and their school work can result in the child being
unmotivated towards learning and more unlikely to give new
tasks a go.

References:
British Dyslexia Association (n.d.). Indicators of Dyslexia. Retrieved
February 24 2015 from
http://www.bdadyslexia.org.uk/parent/indication-of-dyslexia
Chinn, S. (2002). The trouble with Maths: A practical guide to
helping learners with Nuemracy difficulties. Abingdon:
RoutledgeFalmer
Crisp, V., Johnson, M., & Novakovi, N. (2012), The effects of features
of examination questions on the performance of students with
dyslexia. British Educational Research Journal, 38(1), 813839.
Australian Dyslexia Association (2014). What is Dyslexia. Retrieved
February 24 2015 from http://dyslexiaassociation.org.au/index.php?
page=how-is-dyslexia-evaluated
Lawrence, D. (2009). Understanding Dyslexia A Guide for Teachers
and Parents. Maidenhead: McGraw-Hill Education.
Reid, G. (2011). Dyslexia A Complete Guide for Parents and Those
Who Help Them (2nd ed.). Hoboken: Wiley.
Shaywitz, S. E., M.D. (1998). Dyslexia. The New England Journal of
Medicine, 338(5), 307-312.

Myriah Smith - 2108100

EDUC0000 Assessment 1 Case Study
Tutor Word count: 1,030