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Dyslexia A difficulty with decoding and encoding the abstract symbols of written language Despitenormal cognitive ability intelligence normal hearing normal vision This suggests a neurological basis for this difficulty General facts about dyslexia Dyslexia exists on a continuum of severity Dyslexia has a genetic componentup to a 50 probability of being inherited if both parents are dyslexic The implications of this are serious for home support The prevalence of dyslexia in English-speaking countries is high as the orthography of the English language is opaque compared to countries with either a transparent orthography or a visual orthography The suggested prevalence of dyslexia in New Zealand is 10 of students and up to 50-60 of prison inmates Dyslexia is not officially recognised in New Zealand due to our traditional whole language reading approach There is no focus on dyslexia or other Specific Learning Difficulties in pre-service teacher training There is no mandatory screening process for dyslexia or fundingresources for support It is assessed and remediated on a user-pays basis Assessment is available through some educational psychologists who have been trained specifically and 1-1 tutoring is available with specialist teachers Accommodation strategies are available for dyslexic students sitting NCEA assessments - such as readerwriters and extra time but there are strict evidence criteria for approval Dyslexic students can be very successful both in their chosen subjects and careers due to their thinking and resilience strategies Each dyslexic student is different Their indicators will vary their severity will vary their coping strategies will vary their strengths will vary their weaknesses will vary and so will their behaviours This makes it difficult to support them effectively in an inclusive environment Identification The transition from Year 8 to Year 9 is a quantum leap for all students but especially for dyslexic students The main issues that cause difficulty for successful integration and support are A change in focus from skills to content A change from a holistic core subjects
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