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Many of the challenges caused by dyslexia affect specific aspects of a person's learning but not learning as a whole.


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This means that people with dyslexia have a range of intelligence levels comparable to people without dyslexia. Many people with dyslexia have other learning disorders or neurological issues. Both adults and children with dyslexia sometimes have attention deficit hyperactivity disorder ADHD or dyspraxia. Dyspraxia is commonly thought to be a disorder that causes clumsiness and poor coordination, but this is not the case.

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While it may cause such symptoms in some people, it also causes a range of other issues, including problems with processing information, organization, and social skills. Though difficulty reading is a hallmark of dyslexia, particularly in children, most adults with dyslexia can read and have devised strategies to work around their reading difficulties. Adults with dyslexia may also present a range of other characteristics, such as memory problems.

Working with adult students

Dyslexia is an umbrella term for a variety of related symptoms. Different people may experience dyslexia for different reasons and in different ways. Much research suggests that the root source of dyslexia is something called a phonological deficit. Phonology means the relationship between speech sounds in a language.

The phonological deficit may explain why many adults with dyslexia have trouble breaking words down into smaller parts. Some brain imaging studies suggest that this phonological deficit occurs in the left hemisphere of the brain, which is associated with processing words and language.

So, when a person with dyslexia reads, the left hemisphere of the brain does not work in the same way as it does when a person without the condition reads. The two hemispheres of the brain may also communicate differently in people who have dyslexia. Dyslexia seems to run in families. What researchers do not know, however, is how genes affect the risk for dyslexia. For example, it might be that particular risk factors in the environment activate genes for dyslexia, or that some illnesses change the way genes behave, leading to dyslexia.

It is unclear whether genes change the structure of the brain, the way the brain processes information, or whether something else causes the brain to struggle with reading. Adults with dyslexia often have a wide range of nonspecific mental health , emotional, and work difficulties.

They may have low self-esteem, experience shame, humiliation, or lack confidence in their ability to perform at work or school. They may appear highly intelligent or score well on intelligence tests but underperform at work or school. Young children with dyslexia have trouble detecting that words rhyme. They may mispronounce words and may not be able to talk correctly until well into preschool years. They commonly have difficulty sounding out words and may not read until after their peers do.

They may reverse similar letters, such as the lower case "b" and "d," making it difficult for others to understand their writing, and undermining their ability to read even simple words. Frustrated by the challenges of learning to read, some children with dyslexia develop behavior problems. Dyslexia is treatable but not curable. However, a range of treatments and therapies are available that can help people with dyslexia read and learn. Some medications can improve symptoms of some of the conditions people with dyslexia may also have, such as ADHD, but there is no medication currently approved for treating dyslexia alone.

Although no specific treatment can cure dyslexia, some people do find that their symptoms change or improve with time. Treatment for dyslexia begins with proper diagnosis. Simply knowing that the problem is due to dyslexia can help some adults with dyslexia feel better about their difficulties. Other factors that might help a person with dyslexia include:.

Being in a supportive environment might help a person with dyslexia work around the condition. For example, offering alternative methods of communication or learning can help a person with dyslexia perform better and learn more easily. In many nations, people with dyslexia receive educational and workplace accommodations. Reading, vocabulary, and phonology practice, plus other supportive strategies are often helpful. Sometimes, specific fonts may make it easier for people with dyslexia to read.

Dyslexia can be frustrating, but it does not have to prevent a person from leading a fulfilling and successful life. Former President George W. Their reading may slow down and be characterized by more hesitations and mispronunciations than usual. Without fluency, readers attend more to decoding than to understanding the meaning of what they are reading. Fluency promotes comprehension by freeing cognitive resources for interpretation.

Fluent reading also signals that readers are pausing at appropriate points to make sense of the text. When a reader can reproduce the rhythm intended by the author, he or she can grasp the meaning more easily. Fluency is an issue for adult beginning readers, intermediate readers, and for some who read at more advanced Adult Basic Education levels.

The oral reading rate and accuracy of adult beginning readers closely resembles those of children who are beginning to read Reading fluency can be measured formally with standardized tests, or informally with reading inventories, miscue analyses, pausing indices, or measures of rate. Typically, a student reads aloud while the teacher observes and records reading accuracy and reading rate. Reading accuracy is the number or percentage of words read correctly in a text. Reading rate or speed is the number of words read in a given amount of time, such as the number of words read in a minute, or the average number of words read per minute.

Sometimes measures of oral reading accuracy and rate are combined, as in determining the average number of words read correctly in a minute. Fluency can also be estimated by timing how long it takes to read a passage of text silently.


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  8. Another way to assess fluency is by the rhythm a reader has while reading. As part of a study conducted by The National Assessment of Educational Progress, researchers developed a four-point fluency scale based on pauses. Level one on the scale represents readers who read word by word, while level four represents those who pause only at the boundaries of meaningful phrases and clauses.

    Repeated reading is the most effective instructional technique for increasing reading fluency in adults In repeated reading, a student reads a passage many times while a teacher provides feedback about rate and accuracy levels, helps with difficult words, and models fluent reading. Vocabulary: noun 1. All the words of a language. The sum of words used by, understood by, or at the command of a particular person or group.

    A list of words and often phrases, usually arranged alphabetically and defined or translated; a lexicon or glossary. A person's vocabulary consists of the individual words whose meanings he or she knows and understands. Reading vocabulary comprises those words that we know and understand as we read. Because reading involves decoding, we can know the meaning of a word when we hear it spoken but still not be able to read it in print. The depth of a person's knowledge of individual words can also vary. We may have a deep understanding for words we use frequently, knowing many or even all of their dictionary definitions, for example.

    Or our knowledge may be shallow, as it is when we know only one of several meanings for a word, or when we have heard a word only a few times but have never used it ourselves or checked on its definition. As one of several components of reading, vocabulary instruction may be best viewed as necessary, but not sufficient. Teaching the meanings of individual words will not ensure that learners can decode fluently or read passages of text with understanding.

    But vocabulary knowledge and skills are crucial for getting meaning from text. Without knowledge of the meanings of the key concepts in a text, a reader will struggle to understand the writer's intended message. Vocabulary knowledge can be assessed in many ways, each of which may influence an instructor's view of a student's vocabulary ability.

    The structure of a test determines the type of vocabulary knowledge being measured, such as receptive vocabulary listening and reading or expressive vocabulary speaking and writing. The nature of the test also determines how much knowledge a reader needs about an individual word vocabulary depth to respond correctly to assessment tasks.

    For example, some tasks ask the learner to respond with oral answers: "Tell me what the word travel means. Another more common task is the written, multiple-choice question.

    Multiple-choice items can also be structured to require more, or less, depth of knowledge. For instance, if a learner cannot decode the words in a vocabulary test item, he may not be able to respond correctly even if he knows the word when hearing it. For this reason, oral vocabulary tests may be more accurate measures of learners' general knowledge of word meanings because they do not require decoding. Very little research exists on the assessment of adult basic education ABE students' vocabulary knowledge.

    One study does suggest that teachers should give special attention to ABE learners' vocabulary assessment. This research compared the oral vocabulary knowledge of children and adults who had word recognition scores between grade equivalents 3 to 5. The adults' vocabulary knowledge appeared to be no better on average than children's by the time both were able to read decode text written at about the fifth grade level In other words, we should not assume that ABE students will have well-developed vocabularies just because they are older and more experienced.

    Adult literacy

    After a certain point, vocabulary growth seems to depend on reading ability. Does participation in ABE increase students' vocabulary achievement? Overall, results from the research are inconclusive: several studies found that participating students' vocabulary knowledge improved, but others found no improvement Initial research suggests that the longer ABE students remain in effective programs, the more their vocabularies will improve 70, But more research is needed to identify teaching practices that are related to factors such as learner characteristics, specific instructional methods or materials, or the effects of teacher training.

    Two of these topics, learner characteristics and instructional materials, have been addressed by vocabulary instruction research with children. Explicit instruction: students are given definitions or other attributes of words to be learned. An example would be teaching students about the meanings of common roots, prefixes, and suffixes. Implicit instruction: students are exposed to words or given opportunities to do a great deal of reading.

    As experiences with words increase, so do opportunities to learn new word meanings. Multimedia methods: students learn vocabulary by going beyond text to experience other media such as graphic representations, hypertext, or American Sign Language that uses a haptic contact medium.

    Teaching adults to read

    Semantic mapping, where visual representations are used to illustrate the relationships among new and known word meanings, is an example. Capacity methods: students practice extensively to increase their vocabulary capacity through making reading automatic. For instance, increasing a reader's fluency enables him or her to make better use of the clues in a text that help in learning new word meanings. Association methods: students learn to draw connections between what they do know and words they encounter that they do not know. Pairing a new word with a known synonym is an example. Reading comprehension is the process of constructing meaning from what is read.

    To comprehend, a reader must decode words and associate them with their meanings. Phrases and sentences must be dealt with fluently enough so that their meanings are not lost before the next ones are processed. Since understanding the message must occur without face-to-face contact with the writer, comprehension relies on what a reader can derive from the text, based on prior knowledge and past experience.

    Finally, readers must continuously monitor their construction of meaning to identify problems in understanding as they arise and make repairs as needed. Whether one reads for work or for pleasure, comprehension is the goal. Comprehension is an active process; readers must interact and be engaged with a text. To accomplish this, proficient readers use strategies or conscious plans of action.

    Less proficient readers often lack awareness of comprehension strategies, however, and cannot develop them on their own. For adult literacy learners in particular, integrating and synthesizing information from any but the simplest texts can pose difficulties Consequently, most ABE students will benefit from direct instruction in reading comprehension strategies as well as time spent practicing and discussing strategies for comprehending 80, To prepare for instruction and to measure progress, ABE instructors should assess learners' ability to acquire and use information from text.

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    Typically this can be done by asking students to read and answer questions about what they have read. Formats include multiple-choice, short answer, and cloze or fill-in-the-blank questions. Teachers can assess learners' knowledge of comprehension strategies, such as asking questions while reading, writing summaries, or creating outlines, by observing students while they read or by asking them about the strategies they use.

    Because results from comprehension assessments may vary widely depending on the test used and when it is administered , ABE instructors should choose comprehension tests carefully They should also decide whether any secondary issues related to reading comprehension difficulties need to be addressed. For example, adults whose first language is not English or adults with a learning disability are more likely to have reading comprehension deficits For adults with a reading disability, problems with enabling skills such as alphabetics or fluency can be the source of the difficulty.

    Research indicates that participation in adult basic education can improve comprehension 81 , and points to some very general approaches that may be effective. Direct instruction in the use of comprehension strategies is one approach that may be effective As summarized by the NRP, direct instruction includes:.

    At the K level, several effective strategies have been found: answering questions, asking questions, writing summaries, monitoring comprehension, using graphic and semantic organizers, using story structure, and learning cooperatively where students work together while learning strategies. Teaching students to use more than one of these strategies, and when to use them, is especially effective NRP, , ; RBP, ABE research also suggests teaching comprehension in tandem with instruction in other reading components 88 , an approach supported by very strong evidence from research at the K level NRP , , , , , ; RBP, In some ABE instructional settings, student comprehension has been improved by manipulating the classroom environment.

    Literacy help for older readers. BRI Books for pre-school, early readers and children with dyslexia. ARI Books for 6 to 7 years and perfect for learning English as a new language. The first books contain just three words and five sounds so that children are able to read little stories right from day one. BRI-ARI is the result of many years of research and development by linguists and educational psychologists. It has been extensively trialled and tested. The books are the ideal choice for preparing children for the Year 1 Phonics Screening Check.

    The programme is designed for children aged 9 upwards and all adults who have slipped through the education system without mastering the fundamentals of literacy.