Specific Learning Disability
Dyslexia
Dyslexia is known as a reading disability. It is a learning disability that hinders reading and other language-based processing skills (Muktamath et al., 2021). Dyslexia accounts for around 80 percent of all learning disabilities, thus, considered the most common. It can hinder reading comprehension, recall, spelling, decoding, and reading fluency; in some cases, speech can exist together with other linked disorders (Shaywitz & Shaywitz, 2020). In some instances, Dyslexia is referred to as a language-based learning disability. Nonetheless, severity varies from one individual to the other.
Dyslexia is a word that originated from Greek, and it means impaired. Dyslexia as a specific learning disability originates neurobiologically and is characterized by poor spelling, inaccurate word recognition, and poor decoding abilities (Muktamath et al., 2021). Such challenges are usually triggered by a deficit in the phonological aspect of language.
According to research findings, reading impairments are believed to be initiated by challenges in phonological processing. That is, the processing of speech and sounds (Muktamath et al., 2021). People with reading challenges struggle to blend sounds or decode words into distinct sounds to read the words correctly and faster (Shaywitz & Shaywitz, 2020). These challenges of decoding usually result in difficulty in reading comprehension.
When individuals with Dyslexia read, the magnetic resonance imaging discloses a different profile of brain activation, indicating the etiology of Dyslexia as genetic and neurological causes (Muktamath et al., 2021). Three systems activate the left side of the brain: written words are analyzed by a left parietotemporal system, automatic recognition of words is performed by a left occipitotemporal system, and phoneme production (articulating words out loud or silently) is affected by an anterior system in the left inferior frontal region (Shaywitz & Shaywitz, 2020). On the other hand, dyslexic youngsters indicate heightened processes in the right temporal, tempo parietal regions, left inferior frontal gyrus, and decreased activation in both posterior systems (left occipitotemporal and temporoparietal).
Consequently, people continue to read unexpected words since they depend more on right-sided posterior brain regions to read through memorization than sound symbol links (Muktamath et al., 2021).
From research studies, reading disability is highly heritable and familial. Around 50 percent of children with RD have Dyslexia, while 50 percent of a child with RD siblings is as well have Dyslexia. According to studies, around 69 to 87 percent of RD prevalence is associated with genetic factors, while 13 to 30 percent is associated with environmental factors (Muktamath et al., 2021).
A Program Needed for Individuals with Dyslexia
Dyslexia does not result from the desire to learn or a lack of intelligence. Given appropriate methods of teaching, learners with Dyslexia can learn successfully (Bohl & Hoult, 2016). The common challenge is mostly in public schools, where many teachers may not know about teaching or identifying students with Dyslexia.
One of the current programs to support learners with Dyslexia is training them on how to use mind mapping. Mind mapping is a technique that uses visual means of taking notes (Dawson et al., 2019). Mind mapping assists in sketching ideas, planning longer written assignments, and breaking down concepts. It can also minimize the number of words learners have to write and read to access and record information.
Another present program used to support learners with Dyslexia is Orton-Gillingham (Bohl & Hoult, 2016). This is a specific training method that uses a multi-faceted model established mainly for dyslexics only. Generally, the Orton-Gillingham program is used within a small group or an individual therapy setting (Dawson et al., 2019). This program teaches writing, spelling, and reading through visual, tactile, and auditory measures. Several other writing and reading programs use the Orton-Gillingham perspective.
A program may centralize on one or several skills that underlie phonemic awareness, writing, comprehension, spelling, vocabulary, or oral language (Bohl & Hoult, 2016). One must determine which program works best for their case. When researching a program based on structured literacy like the Orton-Gillingham approach to access certified therapists or tutors or training courses, one should seek accredited programs (Dawson et al. 2019). Such accreditation-certification credentials guarantee access to adequate and reliable instruction.
Lastly, there is another program referred to as all about learning press that encompasses two major categories: all about reading, which teaches about fluency, comprehension, phonics, and decoding engagingly and funnily (Bohl & Hoult, 2016). Another aspect is spelling, which trains spelling rules, multisensory strategies, and encoding skills to assist learners in becoming proficient spellers.
Nevertheless, according to special education laws, particular programs should not be provided for learning disabilities or Dyslexia. Instead, research-based methods are needed, and an individualized education program is calculated appropriately and reasonably to confer a learner with educational benefit (Bohl & Hoult, 2016). As a result, any program under use to support a learner with Dyslexia should address the disorders challenges (Dawson et al., 2019). For instance, if a learner feels frustrated and acts out because they are experiencing a massive challenge in writing and reading, an appropriate program should enable them to develop their writing and reading skills (Bohl & Hoult, 2016). Even though behavior management is essential, it should not be the central focus of a school program.
Besides, the present programs appear to concentrate on two specifically tricky issues for people with Dyslexia (Bohl & Hoult, 2016). First, they develop phonemic awareness (awareness of speech sounds in words). Second, they develop phonics (awareness of letter-sound correspondence).
Also, the current technological advancement has brought several special computer tools and programs that...
…app intends to aid learning for dyslexia individuals, healthcare and education regulations may apply while implementing the program (Burns et al. 2008). The program, therefore, must eliminate all possible human errors in health monitoring, diagnosis, and assigning treatment (Weppner & Lukowicz, 2014). Consequently, the application must comply with Health Insurance Portability and Accountability Act (HIPAA), U.S. Patent Act, Federal Food, Drug, and Cosmetic Act (FD&C Act), U.S. Copyright Act, Federal Trade Commission Act (FTC Act), Lanham Act, and Health Breach Notification Rule (Parker et al. 2017).Additionally, when developing any software solution to enhance education quality, developers must consider legal issues that include: data privacy (the entity must have its privacy policy per legal requirements, and the policy must be updated to the current privacy laws), data security (the entity should not permit any personal breach of data violations), access for users with a disability, and intellectual property (Weppner & Lukowicz, 2014).
Finally, informed consent of the parents or guardians before allowing the learners with Dyslexia to use the user interface mobile app to aid their learning process. The written consent must be appropriately documented (Ward-Lonergan & Duthie, 2018). The National Council on Measurement in Education, American Educational Research Association, and IDEA require written parental consent for the initial pre-special education (Burns et al. 2008). Also, allowing the learners to choose their preferred learning mode is ethical and may enhance motivation toward learning.
Personal Reflections/Opinions, Ideas for Future Research
Schools should be able to provide dyslexia learners with research-based programs designed to achieve their needs. However, some learning institutions still use inappropriate programs, thus needing change. Without adequate and personalized programs and support, it is more likely that dyslexia learners will not be able to write, effectively read, and on their own manage school activity. Further, no programs are considered universally effective, though known principles should be incorporated into all the programs (Dawson et al. 2019). Thus, future research needs to improve learning for Dyslexia and enhance the current programs.
One, there is a need to develop a more advanced technological device that can help dyslexic learners distinguish and recognize letters like m, w, b, p, d, and q. The program should also allow dyslexic learners recognize alphabets with ease, thus, enabling them to recall and learn the information quickly (Saputra et al. 2015).
Future studies should also consider a program that uses most current technologies in voice recognition, accelerometers, sound reproduction, touchscreens, and gyroscopes, among others (Saputra et al. 2015).
Finally, future research should also consider programs that can facilitate teachers in teaching spelling and reading and contextual use of big words (Dawson et al. 2019). The program should use an easy-to-follow and multisensory skill progression path to allow learners to attain reading goals simultaneously and…
References
Bohl, H., & Hoult, S. (2016). Supporting Children with Dyslexia. Routledge.
Burns, M. K., Jacob, S., & Wagner, A. R. (2008). Ethical and legal issues associated with using response-to-intervention to assess learning disabilities. Journal of School Psychology, 46(3), 263-279.
Dawson, K., Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive technologies to support students with dyslexia. Teaching exceptional children, 51(3), 226-239.
Khan, R. U., Oon, Y. B., Haq, M. I. U., & Hajarah, S. (2018). Proposed user interface design criteria for children with dyslexia. International Journal of Engineering & Technology, 7(4), 5253-5257.
Muktamath, V. U., Hegde, P. R., & Chand, S. (2021). Types of Specific Learning Disability. In Learning Disabilities-Neurobiology, Assessment, Clinical Features, and Treatments. IntechOpen.
Parker, L., Karliychuk, T., Gillies, D., Mintzes, B., Raven, M., & Grundy, Q. (2017). A health app developer’s guide to law and policy: a multi-sector policy analysis. BMC Medical Informatics and Decision Making, 17(1), 1-13.
Saputra, M. R. U., & Risqi, M. (2015). LexiPal: Design, implementation, and evaluation of gamification on learning application for dyslexia. International Journal of Computer Applications, 131(7), 37-43.
Shaywitz, B. A., & Shaywitz, S. E. (2020). The American experience: Towards a 21st-century definition of dyslexia. Oxford Review of Education, 46(4), 454-471.
Ward-Lonergan, J. M., & Duthie, J. K. (2018). The state of dyslexia: Recent legislation and guidelines for serving school-age children and adolescents with dyslexia. Language, Speech, and Hearing Services in Schools, 49(4), 810-816.
Weppner, J., & Lukowicz, P. (2014, May). Emergency app for people with hearing and speech disabilities: design, implementation, and evaluation according to legal requirements in Germany. In Proceedings of the 8th International Conference on Pervasive Computing Technologies for Healthcare (pp. 182-185).
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