The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Addressing Word Recognition Difficulties of Adolescents With Dyslexia: Phonological Awareness and Reading Fluency
Abstract
This chapter provides a comprehensive overview of evidence-based word analysis approaches for promoting accurate and fluent reading of complex words by adolescents with a specific reading disability (i.e., dyslexia). First, research has been reviewed to pinpoint the characteristics and causes of dyslexia as a specific learning disability. Specifically, two theories of dyslexia, the phonological theory of dyslexia and the magnocellular theory of dyslexia, have been discussed to ascertain the causal attributes of phonological awareness deficits and auditory and visual sequencing deficits to word recognition difficulties of adolescents with dyslexia. Next, two theories of word recognition, particularly the dual-route model of word recognition and connectionist model of word recognition, have been discussed to clarify the mechanism underlying the manifestation of dyslexia and resultant difficulties with word recognition. Finally, evidence-based word analysis programs have been described as approaches for improving word reading ability of adolescents with dyslexia.
Related Content
Riann Singh, Shalini Ramdeo.
© 2023.
26 pages.
|
Fred Moonga, Trevor Sichombo, Siwa Irene Mwene, Richard Mweemba.
© 2023.
18 pages.
|
Zeinab Asef Arees.
© 2023.
16 pages.
|
Anand Jha, Namita Saxena, Suhel Ahmed Khan, Manoj Kr. Niranjan.
© 2023.
31 pages.
|
Muhammad Faisal Sultan, Imam Uddin, Muhammad Asif, Asim Rafiq.
© 2023.
9 pages.
|
Muhammad Faisal Sultan, Sadia Khurram Shaikh, Aamir Firoz Shamsi, Ghazala Shaukat.
© 2023.
11 pages.
|
Anita Damenshie-Brown, Kingsley Ofosu-Ampong.
© 2023.
24 pages.
|
|
|