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dyslexia |
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dyslexia (dĭslĕk`sēə), in psychology, a developmental disability in reading or spelling, generally becoming evident in early schooling. To a dyslexic, letters and words may appear reversed, e.g., d seen as b or was seen as saw. Many dyslexics never learn to read or write effectively, although they tend to show above average intelligence in other areas. With the aid of computerized brain scans such as positron emission tomography (PET), recent studies have offered strong evidence that dyslexia is located in the brain. Damage to the brain can cause a reading disability similar to dyslexia, known as acquired dyslexia or alexia. dyslexiaChronic neurological disorder causing inability or great difficulty in learning to read or spell, despite normal intelligence. It inhibits recognition and processing of graphic symbols, particularly those pertaining to language. Symptoms, including very poor reading skills, reversed word and letter sequences, and illegible handwriting, usually become evident in the early school years. With early recognition and specialized approaches to teaching reading, most dyslexics can learn to read. Anomalies have recently been found in reading-related pathways in the brains of dyslexic persons. dyslexia a developmental disorder which can cause learning difficulty in one or more of the areas of reading, writing, and numeracy dyslexia [dis′lek·sē·ə] (medicine) Impairment of the ability to read. How to thank TFD for its existence? Tell a friend about us, add a link to this page, add the site to iGoogle, or visit webmaster's page for free fun content. |
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During the first fMRI scan before intervention, the dyslexics showed the expected lack of activation in their temporo-parietal cortex compared to normal readers. Gardner adds that dyslexics need a systematic and redundant way of learning and remembering new things. It considers the challenges that both the learner and the teacher face in order to achieve effective learning outcomes, within the scope of session design, on the assumption that for dyslexics problems arise which are directly attributable to one or more deficiencies in the processing of native linguistic knowledge at the levels of syntax, semantics and especially phonology (Ganschow and Sparks, 1995). |
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