By Catherine Christo
As many as one in 4 teenagers studies issues of analyzing. Dyslexia, the commonest studying incapacity results in well-documented unwanted effects on institution and, eventually, grownup good fortune. for this reason, it truly is serious that college pros offer early and powerful evaluate and intervention.
Identifying, Assessing, and Treating Dyslexia at School equips practitioners with in-depth realizing of the illness and a wealth of sensible info for assembly scholar wishes. This volume:
- Reviews updated findings on dyslexia – factors, occurrence, and comparable conditions.
- Provides research-based instruments for picking and addressing dyslexia.
- Offers a close framework for case discovering and screening, diagnostic and psychoeducational evaluate in addition to age- and grade-appropriate intervention.
- Explains the jobs and tasks of college psychologists by way of settling on scholars with dyslexia.
- Focuses exclusively on dyslexia, not like so much different books on studying disabilities.
As the tasks of college psychologists and comparable schooling pros turn into extra advanced, spotting and supplying companies for college students with studying problems has develop into increasingly more difficult. Identifying, Assessing, and Treating Dyslexia at School bargains practitioners an available and easy-to-read reference that they're going to use for years to come.
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Extra info for Identifying, Assessing, and Treating Dyslexia at School
Therefore, in this chapter, we will discuss identification of those who may be at risk for the disorder and require further assessment at both preschool and school-aged levels. Issues in Case Finding and Screening Because learning to read is a complex process, the factors that place a child at risk for reading difficulties are not straightforward. Rather factors that may put one child at risk for dyslexia may be mitigated in another child by resiliency factors existing within and/or outside the child.
Department of Education, 2007) Prevalence and Gender 29 Problems in Estimating Prevalence Miles (2004) discusses three issues in determining the prevalence of dyslexia. First, when estimating prevalence across languages, it is possible that dyslexia manifests itself differently in different languages. Second, full assessment to determine prevalence would be far too costly to reasonably undertake it. Third, dyslexia symptoms can vary from moderate to severe. Such problems with determining prevalence are also addressed by Shaywitz (2003) in her discussion of a longitudinal study of school children in Connecticut.
However, this does not mean that there are no genetic influences or predispositions that affect this skill. 1. As far back as 1950 Hallgren, studying six families, found very significant correlations between reading problems and family membership. Studies like these were followed up by direct genotypic studies looking at dyslexia and learning disorders. For instance, Pennington, Bender, Puck, Salbenblatt, and Robinson (1982) found a higher rate of language and reading problems in boys and girls with an extra X chromosome (47, XXY and 47, XXX).