Annotated Bibliography On Dyslexia
Gabrieli, J. D. (2009). Dyslexia: a new synergy between education and cognitive neuroscience. Science, 325(5938), 280-283.
Summary:
In this Article, Gabrieli (2009) provides research that focuses on the cognitive part of dyslexia as well as treatments and their cognitive impacts on the brain. Gabrieli examines what this reading deficiency it is and what has been found to cause it. He defines dyslexia as, “a difficulty in understanding and using alphabetic or logographic of vocabulary and word knowledge” (Pg. 280). The article also includes stats, which show that difficulty in early reading limits important in reading development, even in a child with a genetic risk for dyslexia. Gabrieli explains …show more content…
These children with dyslexia have a hard time performing oral tasks that depend on phonological awareness the article uses the example of the nonsense word “twale”. The article explains another major problem for children with dyslexia deals with the articulation in which the child can read text. This problems causes a change of pace when reading colors or a series of objects. It slows the pace down and may even cause stuttering. There are children who do struggle with both and would be diagnosed with a double deficiency. The phonological deficit is more understood than the fluency deficit when the discussion of dyslexia is mentioned. It is hard to understand why this is the cause since both of these major deficiencies are …show more content…
He explains that well controlled studies involving random assignment treatments and controlled groups have found that the interventions used in many public school systems improve accuracy for many but not for all. Even if the intervention does work for a child that doesn’t mean the child will be able to catch up to the accuracy of a reader who does not suffer from this deficit. The benefits are more seen in younger children than older children because as seen in a lot of research the older a child gets the harder it is to get them to achieve this kind of success. The neuroimaging studies then show how these interventions effect the brain showing a before and after picture. After an intervention begins to work on a child there is suddenly action in the left temporal-parietal and frontal parts of the brain, where before the intervention there was none or little action at
Summary:
In this Article, Gabrieli (2009) provides research that focuses on the cognitive part of dyslexia as well as treatments and their cognitive impacts on the brain. Gabrieli examines what this reading deficiency it is and what has been found to cause it. He defines dyslexia as, “a difficulty in understanding and using alphabetic or logographic of vocabulary and word knowledge” (Pg. 280). The article also includes stats, which show that difficulty in early reading limits important in reading development, even in a child with a genetic risk for dyslexia. Gabrieli explains …show more content…
These children with dyslexia have a hard time performing oral tasks that depend on phonological awareness the article uses the example of the nonsense word “twale”. The article explains another major problem for children with dyslexia deals with the articulation in which the child can read text. This problems causes a change of pace when reading colors or a series of objects. It slows the pace down and may even cause stuttering. There are children who do struggle with both and would be diagnosed with a double deficiency. The phonological deficit is more understood than the fluency deficit when the discussion of dyslexia is mentioned. It is hard to understand why this is the cause since both of these major deficiencies are …show more content…
He explains that well controlled studies involving random assignment treatments and controlled groups have found that the interventions used in many public school systems improve accuracy for many but not for all. Even if the intervention does work for a child that doesn’t mean the child will be able to catch up to the accuracy of a reader who does not suffer from this deficit. The benefits are more seen in younger children than older children because as seen in a lot of research the older a child gets the harder it is to get them to achieve this kind of success. The neuroimaging studies then show how these interventions effect the brain showing a before and after picture. After an intervention begins to work on a child there is suddenly action in the left temporal-parietal and frontal parts of the brain, where before the intervention there was none or little action at