from Developmental Dyslexia ( work will be attached)
two articles: critical analysis- Developmental Dyslexia (600 words per article):
In this analysis, you should focus specifically on two recent (last 05 years) academic articles related your topic (developmental dyslexia).
Provide for each article (using approx. 200 words for each dot point below):
• A summary of the research question, methods and research context
• A discussion of the results/findings of the research, as it relates to the wider field (based on research from Part A: Developmental Dyslexia)
• An evaluation of the results in the context of the wider field (based on research from Part A) Do not feel that you need to offer a peer review of an expert’s article. Rather, the aim is that you develop your ability to understand and articulate academic research at the graduate level. The goal is to help you develop your skills in reading and responding to research.
Part B from Developmental Dyslexia ( work will be attached)
two articles: critical analysis- Developmental Dyslexia (600 words per article):
In this analysis, you should focus specifically on two recent (last 05 years) academic articles related your topic (developmental dyslexia).
Provide for each article (using approx. 200 words for each dot point below):
• A summary of the research question, methods and research context
• A discussion of the results/findings of the research, as it relates to the wider field (based on research from Part A: Developmental Dyslexia)
• An evaluation of the results in the context of the wider field (based on research from Part A) Do not feel that you need to offer a peer review of an expert’s article. Rather, the aim is that you develop your ability to understand and articulate academic research at the graduate level. The goal is to help you develop your skills in reading and responding to research.
Marking Criteria to follow:
C • Summary and exposition (30%) Shows a clear understanding of the field, major theories and findings, and any controversies. Synthesis of ideas is concise and coherent.
• Article analysis and evaluation (40%) Accurately identifies the research questions, methods and context, and discusses results and findings effectively. Articles are convincingly discussed and evaluated in relation to wider field. Articles are well chosen.
• Reporting on research (20%) Represents research accurately. Sustains logic and coherence of research (in both Part A & B).
• Academic writing (5%) Essay is clear, concise and logically organized. Few errors in grammar, word choice, academic tone etc.
• APA 7 referencing (5%) Includes accurate bibliographic information in APA format.
,
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Assessment 02
Name: Kalani (student ID 30393418)
Course: EDMST 6113. English Language Studies B: Phonetics, Phonology and Oral Communication
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Introduction
Developmental dyslexia is a disease that severely impairs reading and spelling. Dyslexia
causes persistent and often severe word recognition problems, which make spelling and decoding
challenging. Dyslexia can cause academic issues and low self-esteem in children by making reading
and spelling difficult. Failure to keep up with peers in school can cause irritation, anxiety, and
inadequacy. If not discovered and managed these negative emotional and psychological effects
may worsen dyslexia's learning difficulties and have a long-term influence on a child's education
and well-being. Developmental dyslexia makes it hard to understand how sounds and letters
relate. It sometimes manifests as an inability to manipulate speech sounds inside words easily,
such as recognizing the sounds in "cat.” These phonological awareness issues are essential for
proper reading and spelling because they build the framework for reading proficiency. The
neurological and cognitive causes of dyslexia are still being studied, but it is generally
acknowledged that the brain's processing and representation of language sounds and their
relationship to written symbols is the fundamental issue. Scientific research continues to
determine developmental dyslexia's causes to help understand and deal with it better.
Theories and research findings
Blomert and Willems (2010) posit that the Phonological Deficit Hypothesis is a leading
developmental dyslexia theory. This theory argues that phonological awareness impairments
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produce dyslexia. Dyslexic children struggle to identify and manipulate word sounds, which are
necessary for reading and spelling. Phonological awareness deficiency may be linked to poor
language processing brain development. The causes and neurological correlates of these deficits
are being studied. Altmann, Lombardino, and Puranik (2008) also note dyslexia-related cognitive
and language traits. This study suggests cognitive and linguistic barriers may induce dyslexia-
related phrase production difficulties. They may struggle to organize and retrieve words, which
affects their sentence structure. This study goes beyond phonological awareness to underline the
complex relationship between cognitive and linguistic processes and dyslexia's particular issues.
On the other hand, Harris, Botting, Myers, and Dodd (2011) examine how speech
impairment, phonological awareness, and early literacy evolve. Their research reveals that speech
impairments can lead to phonological awareness issues and reading difficulties. The intricate
relationship between speech and reading development is highlighted. Early speech intervention
may prevent or mitigate subsequent reading impairments in at-risk children, emphasizing the
need for early intervention and a holistic approach to dyslexia treatment.
Friedmann and Coltheart (2016) describe developmental dyslexia kinds to deepen
understanding. Rather than a single disorder, dyslexia is presented as a spectrum in this article.
Each type may entail various cognitive or neurological systems. Surface dyslexia affects irregular
words, while phonological dyslexia affects non-words. This variety shows that dyslexia is a
complicated condition with many manifestations that require specific treatments and support.
Finally, a 1990 study by Brown and Felton examined how training affects early reading
skills in children at risk for reading handicaps. Early intervention and adequate reading training
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help dyslexic children learn to read, according to this research. It implies that well-designed
interventions and effective teaching methods can help at-risk children read. This research shows
that tailored interventions and instructional methods can improve dyslexia patients' lives,
emphasizing the need for early detection and support.
Approaches and controversies
According to Blomert and Willems (2010), phonological-based therapies can help dyslexia.
The Phonological defect Hypothesis states that improving phonological awareness and phonics
skills can fix dyslexia's underlying defect. These basic skills can help people with dyslexia perceive
and manipulate word sounds, improving reading and spelling. This strategy tackles the problem
at its source and is essential to dyslexia intervention. As Brown and Felton's 1990 study on dyslexia
instruction showed, the argument over successful teaching approaches continues. Multisensory
techniques that use visual, aural, and kinesthetic senses to improve reading skills are
recommended. These methods provide a complete learning experience for people with dyslexia.
Different sensory modalities are used to make learning more complete and effective. However,
the comparative efficacy of instructional methods is still being studied.
According to Friedmann and Coltheart (2016), neurobiological and genetic research has
illuminated dyslexia's brain abnormalities and genetic determinants. These findings have raised
questions about diagnosis and treatment. Bridging the gap between our developing
neurobiological understanding of dyslexia and its educational and therapeutic applications is
challenging. The illness is complex; thus, interventions should be personalized to each person,
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emphasizing the need for continued study. Harris, Botting, Myers, and Dodd (2011) agree that
early screening and intervention are crucial. The optimal way to identify and support at-risk
youngsters is often disputed. Early screening helps identify children at risk for dyslexia and
provides effective interventions. To improve dyslexia outcomes in children, research and practice
continue to create evidence-based early screening methods and interventions. Overall,
developmental dyslexia is a complex field with diverse strategies and techniques for
understanding and treating it. Researchers constantly study the complicated causes, kinds, and
best treatments of developmental dyslexia. This discipline constantly evolves, so staying current
on research is crucial for diagnostic and intervention best practices.
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References
Altmann, L. J. P., Lombardino, L. J., & Puranik, C. (2008). Sentence production in students with
dyslexia. International Journal of Language & Communication Disorders, 43(1), 55–76.
https://doi.org/10.1080/13682820701284522
Blomert, L., & Willems, G. (2010). Is there a causal link from a phonological awareness deficit to
reading failure in children at familial risk for dyslexia? Dyslexia (Chichester,
England), 16(4), 300–317. https://doi.org/10.1002/dys.405
Brown, I. S., & Felton, R. H. (1990). Effects of instruction on beginning reading skills in children at
risk for reading disability. Reading & Writing, 2(3), 223–241.
https://doi.org/10.1007/BF00257973
Bar-On, A. & Ravid, D. (2018). Handbook of communication disorders: Theoretical, empirical, and
applied linguistic perspectives. Berlin, Boston: De Gruyter Mouton, 1-37
https://doi.org/10.1515/9781614514909
Harris, J., Botting, N., Myers, L., & Dodd, B. (2011). The relationship between speech impairment,
phonological awareness and early literacy development. Australian Journal of Learning
Difficulties, 16(2), 111–125. https://doi.org/10.1080/19404158.2010.515379