A reading disability is a condition in which a person displays difficulty reading. Examples of reading disabilities include: developmental dyslexia, alexia (acquired dyslexia), and hyperlexia (word-reading ability well above normal for age and IQ).
The National Institute of Neurological Disorders and Stroke defines reading disability or dyslexia as follows: "Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with spelling, phonological processing (the manipulation of sounds), and rapid visual-verbal responding. In adults, dyslexia usually occurs after a brain injury or in the context of dementia. It can also be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia."[1] The NINDS definition is not in keeping with the bulk of scientific studies that conclude that there is no evidence to suggest that dyslexia and intelligence are related.[2] Definition is more in keeping with modern research and debunked discrepancy model of dyslexia diagnosis:[3]
Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.
Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.
Dyslexia occurs across the range of intellectual abilities.
It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.
Co-occurring difficulties may be seen in aspects of language, motor coordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia.
A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.
Dyslexia is a learning disability that manifests itself as a difficulty with word decoding and reading fluency. Comprehension may be affected as a result of difficulties with decoding, but is not a primary feature of dyslexia. It is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction.[4] It is estimated that dyslexia affects between 5–17% of the population.[5][6][7] Dyslexia has been proposed to have three cognitive subtypes (auditory, visual and attentional), although individual cases of dyslexia are better explained by the underlying neuropsychological deficits and co-occurring learning disabilities (e.g. attention-deficit/hyperactivity disorder, math disability, etc.).[6][8][9][10][11][12] Although not an intellectual disability, it is considered both a learning disability[13][14] and a reading disability.[13][15] Dyslexia and IQ are not interrelated, since reading and cognition develop independently in individuals who have dyslexia.[16] "Nerve problems can cause damage to the control of eye muscles which can also cause diplopia." (WEBMD, 2005)[17]
Hyperlexic children are characterized by word-reading ability well above what would be expected given their ages and IQs.[18] Hyperlexia can be viewed as a superability in which word recognition ability goes far above expected levels of skill.[19] However, in spite of few problems with decoding, comprehension is poor. Some hyperlexics also have trouble understanding speech.[19] Most or perhaps all children with hyperlexia lie on the autism spectrum.[19] Between 5–10% of autistic children have been estimated to be hyperlexic.[20]
^Rose, James. "Sir" (PDF). Institute of Education. United Kingdom Government. Retrieved March 4, 2016.
^Stanovich, K (Winter 1991). "Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?". Reading Research Quarterly. 26 (1): 7–29. doi:10.2307/747729. JSTOR 747729.
^Stanovich KE (December 1988). "Explaining the differences between the dyslexic and the garden-variety poor reader: the phonological-core variable-difference model". Journal of Learning Disabilities. 21 (10): 590–604. doi:10.1177/002221948802101003. PMID 2465364. S2CID 19788503.
^McCandliss BD, Noble KG (2003). "The development of reading impairment: a cognitive neuroscience model". Ment Retard Dev Disabil Res Rev. 9 (3): 196–204. CiteSeerX10.1.1.587.4158. doi:10.1002/mrdd.10080. PMID 12953299.
^ abCzepita D, Lodygowska E (2006). "[Role of the organ of vision in the course of developmental dyslexia]". Klin Oczna (in Polish). 108 (1–3): 110–3. PMID 16883955.
^Birsh, Judith R. (2005). "Research and reading disability". In Judith R. Birsh (ed.). Multisensory Teaching of Basic Language Skills. Baltimore, Maryland: Paul H. Brookes Publishing. p. 8. ISBN978-1-55766-676-5. OCLC 57652241.
^Pennington BF, Santerre-Lemmon L, Rosenberg J, et al. (February 2012). "Individual prediction of dyslexia by single versus multiple deficit models". J Abnorm Psychol. 121 (1): 212–24. doi:10.1037/a0025823. PMC3270218. PMID 22022952.
^Valdois S, Bosse ML, Tainturier MJ (November 2004). "The cognitive deficits responsible for developmental dyslexia: review of evidence for a selective visual attentional disorder". Dyslexia. 10 (4): 339–63. doi:10.1002/dys.284. PMID 15573964.
^Ferrer E, Shaywitz BA, Holahan JM, Marchione K, Shaywitz SE (January 2010). "Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia". Psychol Sci. 21 (1): 93–101. CiteSeerX10.1.1.459.3866. doi:10.1177/0956797609354084. PMID 20424029. S2CID 15568570.
^Newman TM, Macomber D, Naples AJ, Babitz T, Volkmar F, Grigorenko EL (April 2007). "Hyperlexia in children with autism spectrum disorders". J Autism Dev Disord. 37 (4): 760–74. doi:10.1007/s10803-006-0206-y. PMID 17048093. S2CID 23401685.
^ abcGrigorenko EL, Klin A, Volkmar F (2003). "Annotation: Hyperlexia: disability or superability?". J Child Psychol Psychiatry. 44 (8): 1079–91. CiteSeerX10.1.1.456.6283. doi:10.1111/1469-7610.00193. PMID 14626452.
^Burd L, Kerbeshian J (June 1985). "Hyperlexia and a variant of hypergraphia". Percept mot Skills. 60 (3): 940–2. doi:10.2466/pms.1985.60.3.940. PMID 3927257. S2CID 6158584.
February 23, 2023
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A reading disability is a condition in which a person displays difficulty reading Examples of reading disabilities include developmental dyslexia alexia acquired dyslexia and hyperlexia word reading ability well above normal for age and IQ Contents 1 Definition 2 Reading disabilities 2 1 Dyslexia 2 2 Hyperlexia 3 Remediation 4 See also 5 ReferencesDefinition EditThe National Institute of Neurological Disorders and Stroke defines reading disability or dyslexia as follows Dyslexia is a brain based type of learning disability that specifically impairs a person s ability to read These individuals typically read at levels significantly lower than expected despite having normal intelligence Although the disorder varies from person to person common characteristics among people with dyslexia are difficulty with spelling phonological processing the manipulation of sounds and rapid visual verbal responding In adults dyslexia usually occurs after a brain injury or in the context of dementia It can also be inherited in some families and recent studies have identified a number of genes that may predispose an individual to developing dyslexia 1 The NINDS definition is not in keeping with the bulk of scientific studies that conclude that there is no evidence to suggest that dyslexia and intelligence are related 2 Definition is more in keeping with modern research and debunked discrepancy model of dyslexia diagnosis 3 Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling Characteristic features of dyslexia are difficulties in phonological awareness verbal memory and verbal processing speed Dyslexia occurs across the range of intellectual abilities It is best thought of as a continuum not a distinct category and there are no clear cut off points Co occurring difficulties may be seen in aspects of language motor coordination mental calculation concentration and personal organisation but these are not by themselves markers of dyslexia A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well founded intervention Reading disabilities EditDyslexia Edit Main article Dyslexia Dyslexia is a learning disability that manifests itself as a difficulty with word decoding and reading fluency Comprehension may be affected as a result of difficulties with decoding but is not a primary feature of dyslexia It is separate and distinct from reading difficulties resulting from other causes such as a non neurological deficiency with vision or hearing or from poor or inadequate reading instruction 4 It is estimated that dyslexia affects between 5 17 of the population 5 6 7 Dyslexia has been proposed to have three cognitive subtypes auditory visual and attentional although individual cases of dyslexia are better explained by the underlying neuropsychological deficits and co occurring learning disabilities e g attention deficit hyperactivity disorder math disability etc 6 8 9 10 11 12 Although not an intellectual disability it is considered both a learning disability 13 14 and a reading disability 13 15 Dyslexia and IQ are not interrelated since reading and cognition develop independently in individuals who have dyslexia 16 Nerve problems can cause damage to the control of eye muscles which can also cause diplopia WEBMD 2005 17 Hyperlexia Edit Main article Hyperlexia Hyperlexic children are characterized by word reading ability well above what would be expected given their ages and IQs 18 Hyperlexia can be viewed as a superability in which word recognition ability goes far above expected levels of skill 19 However in spite of few problems with decoding comprehension is poor Some hyperlexics also have trouble understanding speech 19 Most or perhaps all children with hyperlexia lie on the autism spectrum 19 Between 5 10 of autistic children have been estimated to be hyperlexic 20 Remediation EditSee also Dyslexia interventions Management of dyslexia and List of phonics programs Remediation includes both appropriate remedial instruction and classroom accommodations See also EditAttention deficit hyperactivity disorder Aphasia Auditory processing disorder Developmental coordination disorder Dyscalculia Dysgraphia Orthography Reading for special needs Scotopic sensitivity syndrome also called Irlen Syndrome Specific language impairmentReferences Edit dyslexia at NINDS Rose James Sir PDF Institute of Education United Kingdom Government Retrieved March 4 2016 Stanovich K Winter 1991 Discrepancy Definitions of Reading Disability Has Intelligence Led Us Astray Reading Research Quarterly 26 1 7 29 doi 10 2307 747729 JSTOR 747729 Stanovich KE December 1988 Explaining the differences between the dyslexic and the garden variety poor reader the phonological core variable difference model Journal of Learning Disabilities 21 10 590 604 doi 10 1177 002221948802101003 PMID 2465364 S2CID 19788503 McCandliss BD Noble KG 2003 The development of reading impairment a cognitive neuroscience model Ment Retard Dev Disabil Res Rev 9 3 196 204 CiteSeerX 10 1 1 587 4158 doi 10 1002 mrdd 10080 PMID 12953299 a b Czepita D Lodygowska E 2006 Role of the organ of vision in the course of developmental dyslexia Klin Oczna in Polish 108 1 3 110 3 PMID 16883955 Birsh Judith R 2005 Research and reading disability In Judith R Birsh ed Multisensory Teaching of Basic Language Skills Baltimore Maryland Paul H Brookes Publishing p 8 ISBN 978 1 55766 676 5 OCLC 57652241 Pennington BF Santerre Lemmon L Rosenberg J et al February 2012 Individual prediction of dyslexia by single versus multiple deficit models J Abnorm Psychol 121 1 212 24 doi 10 1037 a0025823 PMC 3270218 PMID 22022952 Valdois S Bosse ML Tainturier MJ November 2004 The cognitive deficits responsible for developmental dyslexia review of evidence for a selective visual attentional disorder Dyslexia 10 4 339 63 doi 10 1002 dys 284 PMID 15573964 Heim S Tschierse J Amunts K 2008 Cognitive subtypes of dyslexia Acta Neurobiologiae Experimentalis 68 1 73 82 ISSN 0065 1400 PMID 18389017 Facoetti A Lorusso ML Paganoni P et al April 2003 Auditory and visual automatic attention deficits in developmental dyslexia Brain Res Cogn Brain Res 16 2 185 91 doi 10 1016 S0926 6410 02 00270 7 PMID 12668226 Ahissar M November 2007 Dyslexia and the anchoring deficit hypothesis Trends Cogn Sci Regul Ed 11 11 458 65 doi 10 1016 j tics 2007 08 015 PMID 17983834 S2CID 11682478 a b Learning Disorders MeSH Result nlm nih gov mesh meshhome html NLM MeSH Browser Retrieved 2009 11 06 Dyslexia ncld org The National Center for Learning Disabilities Inc Archived from the original on 2009 12 17 Retrieved 2009 11 07 Dyslexia Mayo Foundation for Medical Education and Research Retrieved 2009 11 07 Ferrer E Shaywitz BA Holahan JM Marchione K Shaywitz SE January 2010 Uncoupling of reading and IQ over time empirical evidence for a definition of dyslexia Psychol Sci 21 1 93 101 CiteSeerX 10 1 1 459 3866 doi 10 1177 0956797609354084 PMID 20424029 S2CID 15568570 Double Vision Diplopia WEB MD N p n d Web 3 Nov 2014 Newman TM Macomber D Naples AJ Babitz T Volkmar F Grigorenko EL April 2007 Hyperlexia in children with autism spectrum disorders J Autism Dev Disord 37 4 760 74 doi 10 1007 s10803 006 0206 y PMID 17048093 S2CID 23401685 a b c Grigorenko EL Klin A Volkmar F 2003 Annotation Hyperlexia disability or superability J Child Psychol Psychiatry 44 8 1079 91 CiteSeerX 10 1 1 456 6283 doi 10 1111 1469 7610 00193 PMID 14626452 Burd L Kerbeshian J June 1985 Hyperlexia and a variant of hypergraphia Percept mot Skills 60 3 940 2 doi 10 2466 pms 1985 60 3 940 PMID 3927257 S2CID 6158584 Retrieved from https en wikipedia org w index php title Reading disability amp oldid 1133700970, wikipedia, wiki, book, books, library,
