Running head: Impact of Dyslexia 1

The Impact of Dyslexia in Classrooms

Ritika Gupta

Arizona State University

Impact of Dyslexia 2
Abstract

Dyslexia is one of the most undiagnosed language disorder in the world. Without the education

and knowledge of dyslexia, it is difficult to help others, who have dyslexia, out. The tools to help

people with dyslexia are out there, but the tools necessary to diagnose children with dyslexia still

need to be built and refined. Through my research over the last seven months, I observed that by

educating teachers, doctors, and other people about dyslexia, we will be able to create an

education system that will be proper for both students with and without dyslexia.

Keywords: dyslexia, diagnosis, awareness

Impact of Dyslexia 3
Impact of Dyslexia in Classrooms

Introduction:

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asnaweers, plcgaooihonl dinedcog, pscnesoirg speed, ohroaitrpghc cidnog, artduioy sorht- trem

memory, lauagnge slkils/vbaerl cioroepnhsmen, and/or riapd nianmg. Devnetolemapl reidnag

dorsedir (DRD) is the most cmoomn laiennrg dlstbiiaiy. Dlxseiya is the most rniegcezod of

redniag ddsoirers, hvoweer not all raeindg derirdoss are lenikd to diylexsa.

That is an example that of how a dyslexic person reads the text. Imagine having to read

paragraphs and pages more of text like that. It would cause most people to petition to pictures

and shorter phrase because its stressful and absolutely confusing. So why hasnt this change

occurred yet? Is it because most people think dyslexia is not that common so it probably isnt a

widespread problem? It is true that most people do think dyslexia is uncommon. However,

Dyslexia is the most common language disability in the world. Nearly 1 in every 5 people have

dyslexia, that is about 20% of the human population, and only 5% of the people with dyslexia are

aware that they have it! This statistic should be shocking to most.

Dyslexia is a genetic disorder caused by the DCDC-2 gene. In most cases, the child is

born with dyslexia, but signs of dyslexia typically start to show around ages 5-7, a time where

the child is learning to read and write. The teachers, who are the first-line responders to spot

abnormalities in children, are not taught techniques to pre-diagnose their students with dyslexia.

This supports the statistic that 74% of the kids that dont get diagnosed by second grade remain
Impact of Dyslexia 4
so until adulthood. Without the awareness of the symptoms of dyslexia, it is hard to diagnose or

assume that a child may have dyslexia. This unawareness also leads to the formation of

stereotypes, which will be talked about in a later section.

https://www.youtube.com/watch?v=zafiGBrFkRM 3

Science behind Dyslexia:

In the previous section, it was told that students with dyslexia have a harder time

processing language, whether it is through reading or writing. The reason this is is due to the way

they process the language--an anomaly in the brain circuitry. Non-dyslexic children use their

left-hemisphere to comprehend language. Anatomically-speaking, the left-hemisphere is where

all the logic processes occur and the right-brain is where all the spatial activities take place. In a

dyslexic mind, they use mostly their right-hemisphere. An analogy to explain this further is to

think of it as a language-processing highway. The information comes into the brain and then is

supposed to be sent to the left-hemisphere; people with dyslexia, their minds take a detour and

take the information to the right-hemisphere first and then to the left-hemisphere. Due to this

change in path, it takes a dyslexic person longer to time to read, write, and process language.

Phoneme awareness is a word

that is greatly referenced with

dyslexia. Phoneme awareness

refers to the ability of noticing the

small individual sounds in written

Impact of Dyslexia 5
/spoken words. For example, read the following words: jimger hundef wem. Were you able to

sound them out? If yes, that means you have phoneme awareness. The process you took to sound

out the nonsense words is called phonetic reading. We sounded out each individual letter to put it

together and say the new word. When we read familiar words, we use the process of whole-word

reading. The brain reads the first and last letter of each word to help the process of reading

become more efficient. In 2016, Benfatto, Seimyr, Ygge, Pansell, Rydberg created a software

that tracked the motion of the eye to determine whether a child has dyslexia. Because it takes a

longer time for a child with dyslexia to read, they have a longer fixation period and more of a

saccadic movement. A brain is wired to search for familiarity. In a text full of jumbled words, the

brain will seek for words that it has seen before. Therefore when the software tracks the eye of a

dyslexic, it also measures saccadic movement to see if there are changes from the typical

left-to-right reading. (Benfatto, Seimyr, Ygge, Pansell & Rydberg, 2016).

Legislature around Dyslexia and Views of Teachers::

I have been researching dyslexia for seven months with Dr. Khurana and Becky. The

most recent event I went to with them was a talk by Dyslexia Pros on how to push for legislation

to be passed in Arizona for awareness of dyslexia and how to mediate school rules that prevent

teachers from diagnosing teachers. Many of the people present at this talk were teachers and

parents frustrated with the IEPs at their school and the lack of knowledge about dyslexia. At first

the representative from Dyslexia Pros gave an overview of what dyslexia is and how to help

students with dyslexia by sending them to tutoring. The representative asked for questions. It was

interesting to view how at this topic many hands of parents went up. One parent brought up the
Impact of Dyslexia 6
issue of how getting a student diagnosed itself takes about $5000. He said, This is a cost that

many cannot afford and not to be stereotypical, we tend to view the trend that most dyslexic kids

come from the low/middle class families. (personal citation.) This point really stuck to me the

rest of the session. It made sense that the kids came from lower class families because parents

with dyslexia may have gotten frustrated with their education and would drop out of highschool

and/or not pursue college. (This trend was actually quite common according to Dr. Khurana.)

And since dyslexia is genetically-related, if a parent has dyslexia, then there is a 50% chance that

the child will be dyslexic too. Another parent then branched off the last parents comment. She

asked the representative about whether there is legislation being worked on to lower the cost of

dyslexia screening and the tutoring sessions that were required after being diagnosed. (personal

citation.) To address this question, the representative stated that, as parents and teachers of

students with dyslexia, we know that the cost of dyslexia tutoring for the required two years and

diagnosis can come out to be about 150K. Currently, there is a petition being signed to get the

state to require dyslexia screening mandatory for all kids. The way the petition should work is by

requiring the schools to screen all their students for dyslexia in a similar manner that the schools

are required to do a hearing and eye exam annually. This will hopefully kill two birds with one

stone. First, this should hopefully help mitigate the costs of diagnosis by a couple hundred.

Second, this should also decrease the number of children that go undiagnosed. (personal

citation). A teacher rose from her chair and presented the next question: What should and can I

do to help my students with dyslexia, it frustrates me to see a child struggling and I am unable to

tell their parents explicitly that their child has dyslexia due to school rules? (personal citation).
Impact of Dyslexia 7
Dr. Khurana then also stated, I agree, I am a medical pediatric doctor and yet I was unable to

diagnose my own daughter of dyslexia and it took my daughters school four grades to tell me

that my daughter had dyslexia. (personal citation.) The representative replied that school

districts have made it difficult for the teachers to state that a child has dyslexia. A school district

gets limited funding from the government, when a teacher diagnoses a child with a disorder, the

school is then required to pay for the diagnosis screening. To avoid these extra costs, they

formed rules that would make it harder for teachers to explicitly state the disorder. That is why

we also see the trend of dyslexia being misdiagnosed for a reading disorder. (personal citation.)

My takeaway from this event was that we need to increase awareness for dyslexia so that we can

get more people to petition to pass legislation for dyslexia. With this, we would be able to help

the other 95% of the dyslexic population get diagnosed and treated. This would lead to lower

costs for tutoring because more students would be reaching out to dyslexia tutoring centers.

It was also interesting to compare how the teachers felt similarly about dyslexia and their

education in it. They were commonly bothered by the system of IEPs and the limitations that

they have on what they can say based on their observations. Two weeks ago, I went and visited

my old elementary school, Valley Academy. I talked to my kindergarten teachers about dyslexia

and how it had affected their teaching careers. Ms. George stated: We, teachers, are restricted

by the school rules to explicitly state that a child has dyslexia. The school does not want to take

liability and costs to help provide services for that student. (personal citation). At this point, a

lot of different thoughts were running through my head. Dyslexic students tend to have higher

IQs compare to non-dyslexic students. So if a school were to support funding for dyslexia
Impact of Dyslexia 8
diagnosis, they would be supporting a better education for more students and also investing in

the future. Most dyslexic students tend to drop out of school because they are discouraged by the

education system. Because it takes them a longer time to process the information, homework can

generally take two to three times longer than it would for a non-dyslexic person. This leads to

unfinished homework, lack of interest, and low grades. All signs that are stereotyped for a

lazy/dumb student are unknowingly mistaken as characteristics for a student with dyslexia. In

2012, a research was done to gather the perceptions of teachers on dyslexic students. ...Echoes

the notions of disempowerment on the teachers and the learned helplessness on the the part of

both teachers and learners. (Ade-Ojo, 2012, pg. 631). With the lack of support during times of

struggle, it is fairly common to see a human give up trying to stand tough. Teachers are present

in a classroom to help aid their students through obstacles that the students face with education.

However, if the teachers are unaware of that a child has dyslexia or how to teach children with

dyslexia, it is then an act of disempowerment towards the student because the student is no

longer receiving the education they truly deserve.

Impact of Dyslexia in a Classroom:

Everyone says its a sickness in the brain. Even the books say so. (Ade-Ojo, 2012, pg.

631). A physical or mental impairment (Ross, 2017, pg. 188). A medical condition...or it is a

disorder. (Ade-Ojo, 2012, pg. 638). What if these were characteristics of your abnormality?

What if as a student you were struggling in school but you couldnt understand why and teachers

had a negative perception of you? Would you be motivated to stick through school?

Approximately 19% of the dyslexic community is either undiagnosed or misdiagnosed. Dyslexia

Impact of Dyslexia 9
is the most common and misdiagnosed learning disorder. Why? Because we do not have many

diagnostic tools or legislation to help diagnose kids earlier until recently. I have been working

with dyslexia for the last seven months. An outcome of my research on dyslexia was creating a

Dyslexia Screening Questionnaire. Currently on its phase of receiving a copyright, it is a

diagnostic tool that meant to be used in a medical setting. The goal of this project was to create a

short questionnaire that the parent could fill out when the child came in for their well-checks.

During their wait time in the waiting room, we would help pre-diagnose kids and make use of the

five-ten minutes of waiting efficiently. While the child went in for their appointment, the nurses

would quickly grade the questionnaire and provide the score to the doctor, who would then give

the results to the patients family. So far, my questionnaire is able to pre-diagnose children with

97% accuracy. In 2016, an eye-tracking software was developed that would be able to diagnose

kids at an earlier age with a 95.6% accuracy. The software tracks this by observing how long the

eye spends on each line of words presented. The longer the fixation periods, the more the

chances of the person having dyslexia. This method could easily be adapted into a school system.

Both of these methods would help decrease the number of children that go undiagnosed,

decrease the frustration of parents and dyslexic children, and help increase the number of people

who receive aid for dyslexia. Early identification of individuals in need of support is the first

important step in this process. (Benfatto, Seimyr, Ygge, Pansell & Rydberg, 2016, pg. 1).

Because with early identification, the kids can start learning important tricks and tips to make

them a better student in class.

Impact of Dyslexia 10
One thing that deeply bothered me when I first started researching dyslexia were the

amounts of tools that were present to help a child out when they were diagnosed of dyslexia.

These tools were not being used because of the lack of diagnostic tools and awareness for

dyslexia. Dr. Khurana shared the same frustration. She said, As a medical pediatric doctor, I

was frustrated to learn that my daughter had dyslexia seven years late. In medical school, we

were not taught the skills to diagnose dyslexia because dyslexia is not a medical condition. The

teachers continuously told her that Arya had a reading disorder. This was not helpful because she

was receiving the wrong aid for dyslexia. The system is flawed. If Arya was diagnosed correctly

earlier, she would have gotten tutoring earlier and she would be at a much higher level than she

is currently. (personal citation). It is true.

Two weeks ago, I went to a dyslexia tutoring center called Learning Rx. I sat in on some

of the tutoring appointments to observe how the children reacted to the material they learned

here compared to what I had seen with students at my elementary school. Children with dyslexia

are generally very visual learners and I saw Learning Rx use that to their advantage. I was only

able to sit in on one childs tutoring session. The tutor that day was helping the child out with his

spelling words. The method the tutor used to make the lesson fun and informative was drawing

pictures for each word on the word itself. An example I remember was for the word run--they

made stick figures in a running pose running on top of the word. The child seemed to enjoy

this lesson greatly and even seemed excited to learn, a trait was not usually related to a child with

dyslexia. After his session, I asked his parents if I could ask the child a few questions about his

experience with dyslexia. One of the first things he said to me was I wish I was diagnosed
Impact of Dyslexia 11
earlier, so that I could have received the help I needed earlier and I enjoy coming to here more

than I enjoy going to school, over here I feel smart and I really enjoy what I learn. Susan [his

tutor at Learning RX] loves and teaches me very nicely. (personal citation). This was really

heartwarming and sad that a kindergartener wanted a change in his education. Imagine if we

could make this change in the education system itself. The students wouldnt need to only look

forward to their tutors, they would also look forward to their classes at school. A study in 2014,

Blouchou showed that by focusing on the positive aspects of dyslexia they would be able to

create a learning environment that will allow for the students to feel comfortable in a classroom

setting. The teachers and students would be less stressed and would be able to create a symbiotic

environment in which both of the groups would prosper and flourish. If we are able to help

dyslexic students with a little extra assistance and tutoring, then we should push legislation and

schools to gain more knowledge for dyslexia and get students pre-diagnosed. Lets work together

and increase awareness for dyslexia. We will be investing in our future and many other benefits,

such as decreased poverty, decreased attrition rates, and increased number of educated people.

https://www.youtube.com/watch?v=bR28fHxaFTA 1
Impact of Dyslexia 12
References

1. Gupta, R. (Director). (2017, April 27.) Dyslexia Awareness[Video file]. Retrieved

November 8, 2017, from https://www.youtube.com/watch?v=bR28fHxaFTA

2. [Image of comparison of dyslexic vs. non-dyslexic brains]. (2015, April 25). Retrieved

November 10, 2017, from

http://www.dyslexia-reading-well.com/images/Dyslexia_Brain.jpg

3. Sandman-Hurley, K. (Director). (2013, July 15). What is Dyslexia[Video file]. Retrieved

November 10, 2017, from https://www.youtube.com/watch?v=zafiGBrFkRM&t=4s

Impact of Dyslexia 13
Annotated Bibliography

Ade-Ojo, G. O. (2012). Practitioners perceptions of dyslexia and approaches towards teaching

learners with dyslexia in adult literacy classes. International Journal of Lifelong

Education, 31(5), 623-641. doi:10.1080/02601370.2012.700646

This article is about a research done to gather what is the perceptions of teacher on

students with dyslexia. The research discovered the definition of dyslexia is still not agreed on.

There are different interpretations about what dyslexia is. Some believe that it is a medical

condition, while others believe that it is a disorder. Others relate low intelligence levels and

failure to attain language skills. The teachers need to receive more education on dyslexia before

they involved with students with dyslexia. Teachers have a main role in instructing students with

dyslexia. They are one of the people on the first line of response for addressing dyslexia.

However, with the lack of knowledge and with a negative outlook on dyslexia, the dyslexia

students do not get the instruction they need. Some teachers believe that by separating dyslexic

students from the non-dyslexic they will be able to address the situation. But the research showed

that by classifying them into different groups, you lower the confidence levels of the dyslexic

student and it echoes the notions of disempowerment.

This research relates to source one because this article questions the process literary

instructors take for students with dyslexia. But in this research they also found out that

instructors were scared of dyslexia, unsure of what they had to do to include students with

dyslexia into their classroom planning, and most of the teachers saw dyslexia as a problem they

had to fix. However, dyslexia is a genetic manipulation caused by the DCDC-2 gene. A child
Impact of Dyslexia 14
with dyslexia is born with it and it can never go away. People with dyslexia can only learn tips

and tricks to help aid them work with their dyslexia, but it cannot go away. I would also use this

article to further support my claim about the lack of knowledge of dyslexia. Medical doctors and

lawyers believe that dyslexia is a disorder, while others label dyslexia as deficit model in

terms of social aspects. The naming of dyslexia does not affect what it is, but in society, it does

change the perception of dyslexia. With more education on dyslexia, the society could work

together to create a solution for successfully aiding children with dyslexia. Everyone says its

a sickness in the brain. Even the books say so. This echoes the notions of disempowerment

on the part of the teachers and the learned helplessness on the part of both teachers and

learners.

Blouchou, P. (2014). Positive Dyslexia: An investigation into the causes and effects of stress in

the classroom. Proceedings Of The Annual South-East European Doctoral Student

Conference, (2014), 663-670.

This article addresses the stress students with dyslexia experience in a classroom,

specifically in a math and english classroom. They bring up an interesting idea of the positive

trait of dyslexia. They believe that by focusing on the positive aspects it will help decrease the

stress present in the students and teachers. They address the fact that teachers need to understand

dyslexia and create a learning environment that will allow the students to feel comfortable in a

classroom They tested all children from ages 9-11 to scale the levels of stress to determine if kids

with dyslexia have higher levels.

Impact of Dyslexia 15
This article is different from the other sources because it focuses on the positive aspects

of dyslexia. The main focus of the article is to prove that by focusing on the strengths of

dyslexia, it will help increase the self-esteem of the students with dyslexia. In our education

system now, the teachers look down at students with dyslexia. It is not because the child has

dyslexia (in most cases, the teachers are unaware that the child has dyslexia), it is because the

student comes off as lazy and unwilling to do their work. However, this is not the case. Many

children with dyslexia become stressed out because they spend several hours on an assignment

that takes other students a few minutes to finish. They become frustrated that they are not

receiving help and that they dont understand what they are reading. By taking the articles

argument into consideration, if we focus on the positive aspects of dyslexia, the relationship

between a teacher and student would increase. The teacher would be more willing to help the

student and together they would help make the education system prosper. We need to identify

the barriers to students' learning and embrace effective interventions to solve the problems. To

date, most definitions and research of dyslexia has focused on weaknesses and failures rather on

potential strengths and positive aspects of dyslexia.

Nilsson Benfatto, M., qvist Seimyr, G., Ygge, J., Pansell, T., Rydberg, A., & Jacobson, C.

(2016). Screening for Dyslexia using eye tracking during reading. Plos ONE, 11(12),

1-16. doi:10.1371/journal.pone.0165508

This article goes in depth about what dyslexia is and how they have created an eye

tracker to help diagnose dyslexia. The research believes that with the eye-tracking software kids

with dyslexia will be able to be diagnosed at an earlier age. This is a positive sign because prior
Impact of Dyslexia 16
research has shown that early intervention aids the child to getting the tutoring and assistance

they need at an earlier age. The way the software works is by displaying a series of texts on the

screen and tracking the eye movement of the person reading the text. Generally, a person reads

left to right, but a person with dyslexia has varied eye movements and their saccades and fixation

pattern changes. For a dyslexic mind, it takes them longer to process each word. Therefore, the

fixation period lasts longer for a dyslexic. The results of research showed that they had achieved

about a 95.6% accuracy and that their algorithm would help to diagnose kids with dyslexia.

In the previous article, the government stated that they needed better tests to prove a child

has dyslexia. This article extends on that by providing an eye-tracking software that can diagnose

dyslexia with 95.6% accuracy. This software makes use of the symptoms of dyslexia to conclude

whether the person has dyslexia or not. When a person reads a text, they never full read each

word. Their brains are just skimming the lines and analyzing it quickly using the left-hemisphere.

A person with dyslexia take a longer time analyzing each word. Because they mostly use their

right-hemisphere, they have to break down each word to understand it. The software tracks this

by observing how long the eye spends on each line. The longer the fixation periods, the higher

the chances of the person having dyslexia. Another factor that was also measured was the

saccadic movements. When reading becomes more difficult, the eye starts to move around the

text in a non-linear pattern. Reading typically occurs from left-to-right in English. However,

when unable to analyze, the pattern becomes scattered because the brain tries to find text which

it can understand. it is important to stress that not all children who experience persistent

difficulties in learning to read fit the same neuropsychological profile. early identification of
Impact of Dyslexia 17
individuals in need of support is the first important step in this process. For this purpose, using

eye tracking during reading may prove very useful.

Ross, H. (2017). An exploration of teachers' agency and social relationships within

dyslexia-support provision in an English secondary school. British Journal Of Special

Education, 44(2), 186-202. doi:10.1111/1467-8578.12174

This article addresses how changes in laws are affecting the autonomy of teachers to

make decisions for a childs well-being. The main focus of this article is on dyslexia and how

teachers can not claim that the child has dyslexia because it is a hidden disability. Therefore,

dyslexia can not be classified with a disability status. The government believes that there needs

to be a series of tests and testing methods created to definitively prove that a child has dyslexia.

In other words, governments want dyslexia to be treated as a medical problem. This is where

another situation arises because doctors are not taught to diagnose dyslexia and doctors are not

present in the learning environments of the child being diagnosed. This role of diagnosing should

be assigned to teachers because they are always present at the site where dyslexia displays its

symptoms. The teachers also lack training in dyslexia, but there has been an increase in the

number who undertake training to understand dyslexia themselves.

This article complements both sources one and two and it extends more on the focus of

source one. The article discusses how dyslexia can not be treated as a dyslexia because it is

known as a hidden disability. Based on the legal requirements for disabilities, dyslexia does not

present a physical or mental impairment or an impairment that would affect a persons

day-to-day activities. However, dyslexia does have a mental impairment. People with dyslexia
Impact of Dyslexia 18
use their right-hemisphere to analyze language instead of the left-hemisphere, this affects their

day-to-day life because our education system is based on reading and writing. People with

dyslexia take longer to analyze language; this could be hazardous in situations like driving and

trying to read a sign. If the driver reads the sign wrong, it could potentially be dangerous for the

driver or even others around him/her. If dyslexia is treated as a disability, it could help more

students receive an IEP. An IEP is an individualized educational program that schools provide

kids with disabilities. It is proven that differentiated classroom instruction helps aid kids with

dyslexia. IEPs would be the differentiated classroom instruction, becoming beneficial for kids

with dyslexia too. An individual with a hidden disability such as dyslexia, disabled status

may not be attainable due to the lack of definitive testing methods for dyslexia. Teachers acted

to reduce the perceptibility of students potentially stigmatising characteristics relating to

dyslexia through the use of technology and positive relationships

Spear-Swerling, L. (2015). Common types of reading problems and how to help children who

have them. The Reading Teacher, 69(5), 513-522. doi:10.1002/trtr.1410

This article focuses on the three reading difficulties that are present in children with

dyslexia. The goal of their research is to find if differentiating classroom instruction will improve

the learning and reading outcomes of the students. They want the teachers to focus their attention

on addressing the problems which the child with dyslexia is having. There are components to

solving the problem. First is to determine the reading difficulty, that can be done by the teachers

understanding what are the possible symptoms that are caused by dyslexia and how they should

be fixed. Second is to take action upon the symptom observed. Actions consist of using
Impact of Dyslexia 19
assessments to determine the area of the students reading struggle, to determine whether the

reading level of the student is up to par with their grade level, and etc. The third step is to create

a classroom plan that will help each student with reading troubles the instruction they need to

improve on their reading weaknesses. From this research, they discovered that when the students

with the focused classroom instruction made positive progress on their reading weakness.

This resource relates to my essay because it provides a working suggestion to help aid the

community that I am focusing on. Also, their procedure of carrying out their research was very

similar to mine. I went into a tutoring classroom and observed the Dyslexia is a language

disorder that can not be fixed. The students are taught tricks and tips to deal with it. The resource

discussed what interventions should be observed in a classroom setting, such as extensive

assessments for decoding, vocabulary, and reading. The teacher in the research was able to

understand what each childs weakness was and create a differentiated classroom instruction for

the students. The differentiated classroom instruction is important because it allows each student

to succeed with their weakness because the teachers were able to work on their weakness with

the specific student. For example, if a student had troubles with reading, the teacher, at first,

could give the student books with some words and mostly pictures. Over time, the teacher would

increase the number of words the text has and lower the amount of pictures. Children with

SRCD...need interventions focused on the specific comprehension areas in which they are

weak. Providing opportunities for reading intervention beyond the primary grades is essential.

van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., & de

Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of

Impact of Dyslexia 20
Dyslexia. Journal Of Speech, Language & Hearing Research, 60(4), 937-949.

doi:10.1044/2016_JSLHR-L-16-0031

This article is about how families with dyslexia could have delayed vocabulary

development. Dyslexia is a genetic impairment caused by the DCDC-2 gene. A child that has

dyslexia is born with it. In the research, they were wanted to see if there was a relationship

between dyslexia and vocabulary. From the analysis, they found that their data wasnt significant

to conclude that dyslexic kids had delayed vocabulary development. However, they did see

patterns which showed that they had more of a delay compared to normal kids. They also saw

that reading acquisition takes longer in dyslexia kids compared to normal kids. However,

statistically the research was insignificant because the p < 0.5.

I will be using this article to support my claim on why children with dyslexia should get

extra aid to help them get to the same level as their peers. This research is different from the

other sources because the research is not significantly valid. Latent growth curve modeling

showed lower initial growth rates in FR-dyslexic children, followed by partial recovery,

indicating a delayed increase in receptive and expressive vocabulary. FR studies focusing on

(the predictive value of) general language development in the preschool years (i.e., 4 to 7 years;

e.g., Carroll, Mundy, & Cunningham, 2014; Snowling, Gallagher, & Frith, 2003) have shown

that poor early language skills are associated with later literacy impairments in FR children.