Article 1 Reflection

The purpose of this article is to relay that some case studies have shown persons with

dyslexia to have different difficulties than typical beginner learners; however, this case showed

that they did not perform poorly compared to their younger typical learners. The ability to learn

spelling patterns and language is grounded in phonics, and persons with dyslexia do not have a

firm grasp on the phonics of the language, which makes it difficult to consistently understand

and spell well. Persons with dyslexia had more difficulty with r letter incorrect words then l

letter incorrect words of both one-syllable and two-syllables. This is common among early

learners. Persons with dyslexia correctly spelled 45% of words, while typical beginners correctly

spell 44%. The difficulties they experience (seen in 11 1/2 year olds) is similar to that of typical

first grade beginners. It was good to read about the other aspects of challenges and strengths

these students have. It is important to focus on positive qualities when helping anyone who is

struggling with one challenge or another. I think people take for granted the ease with which

they can read and function; it is a good reminder for everyone that we are all given gifts and

talents and we are to use those talents to help others. I didn't quite realize that students at the

age of fifteen may be struggling in school due to challenges in reading from dyslexia.

Article 2 Reflection

Dyslexia is a cognitive learning disorder in which a person struggles in reading content

even with the aid of special instruction and adequate knowledge. The left hemisphere of the

brain shows abnormal development, correlating to dyslexia; this is not only seen in persons

who speak English, but also in other, different languages. It is important to target dyslexia as
soon as possible to help students and combat any challenges they would later face due to the

disability. The benefits of assisting students with dyslexia in first-grade are much higher than of

those in third grade or older. The increase in technology has advanced the recognition of and

assistance given to persons with dyslexia. As we continue to grow technologically, we will

further be able to combat the challenges faced for persons with dyslexia. I find it interesting

that early experts believed dyslexia to be a visual dysfunction. Now that we know it is a

neurobiological disorder, it is also intriguing that the same findings are common among

multiple different languages, not simply English speaking persons with dyslexia. We do need to

conduct more research and it is great that technology has been advancing our resources and

capabilities to do so. Ways to combat the effects of reading failure: early intervention and

effective classroom-based practices (ECP). Examples of ECP are, structured time spent on the 5

pillars of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and reading

comprehension), LANGUAGE!, Sonday System, Lindamood-Bell.

Article 3 Reflection

For all persons with dyslexia, there is a common underdevelopment in the left

hemisphere ventral cortex. All persons with dyslexia struggle with similar challenges like

reading. However, different languages pose different severity of challenges and behaviors;

these challenges include: sensory processing, speaking, vocabulary, memory, and learning.

Specialists are working together to find the best possible assessments for persons with dyslexia

based on their language. Haskins Labs, University of Jyvaskyla, and the Academia Sinica found

three key assessments: behavioral tasks, Neurobiological tasks, and Computational modeling.
Thus, children who may have dyslexia may be properly tested for more accurate results. I think

that it is amazing that specialists are focusing on the specific challenges posed by different

languages. Misdiagnoses simply present an additional and unnecessary struggle for parties

involved.