The Effective Teachers' Guide to Dyslexia and Other Specific by Michael Farrell
By Michael Farrell
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Additional resources for The Effective Teachers' Guide to Dyslexia and Other Specific Learning Difficulties: Practical Strategies (Farrell, Michael, New Directions in Special Educational Needs.)
Sample text
Short-term verbal memory difficulties Problems with verbal memory and learning have been found in many studies of dyslexia, particularly in tasks requiring phonological processes (Share, 1995). g. , 1994). One possibility is that difficulties with verbal memory in some children with dyslexia relate to difficulties in phonological awareness because memory difficulties contribute to problems in keeping in mind individual phonemes as part of a phonic reading strategy (Beaton, 2004, p. 72). Other research suggests that good readers are more likely to use verbal retrieval or rehearsal strategies than are poor readers.
For example, the assessment could indicate what mode of ‘input’ (verbal, written or visual) appears to aid comprehension. This might indicate a preference for visual input that might to some degree help aid comprehension where there are phonological difficulties. Or the child’s expressive language can be observed in different contexts to see if he finds communication easier in some contexts than in others. Auditory perception and auditory processing difficulties Given that some perceptual aspects of speech are relevant to developing phonemic awareness, it has been proposed that reading ability may be related to speech perception.
G. , 2001). Therefore, at the neurological level, there is considered to be a general magnocellular dysfunction. This leads to a visual magnocellular deficit and a temporal auditory deficit at the cognitive level. (The temporal auditory deficit is believed to lead to the phonological deficit). At the behavioural level, the visual magnocellular deficit is hypothesised to lead to difficulties with certain visual tasks, such as those requiring the perception of motion, and to reading difficulties. The temporal auditory deficit is thought to lead to, at the behavioural level, difficulties with certain auditory tasks requiring the perception of brief or rapid speech (or non-speech) sounds.