Sample Healthcare Paper on Dyslexia essay

It is a disease of the brain characterized by illiteracy, comprehension and delay in learning. The disease is not related to literacy but takes a different approach from those who suffer from it. Although people do not talk about dyslexia, one in five people has a symptom of the disease. The most common form of illiteracy is spelling. To explain dyslexia in a broader way, it is important to know that it is naturally occurring: It is a learning disability that is neurologic. It is characterized by innocence, precision, spelling, and translation(Anthony,J. L.,& Francis, D. J. (2006). Those suffering from dyslexia have difficulty reading fluently and seeing words. Among the tangible things that raise an alarm but do not explain dyslexia include difficulty in spelling and thinking skills.

In phonology, grammar is the ability to direct a word, pronounce it, read it and make informative guesses in its meaning. People with dyslexia are not able to do the latter, in particular, the study of sounds and visuals. Moreso, by comparing its effects on the basis of gender, about the same percentage of men and women appear to have the disease(BDA “2009b”) . From brainstorming, research has shown that children suffering from dyslexia in different languages ​​have shown a lack of coding that includes the difficulty of coding in verbal communication. Those who experience dyslexia find it difficult to understand the structure of the sounds of words: to distinguish them and to mix them. Other alarm signals include difficulty in sequencing or retrieving letters or numbers, seeing letters move across the page, loosening their focus when reading on printed lines and sensitivity to the white light of the board or large screen. In addition, some students experience difficulties with hearing – speaking skills that arise from not being able to process visual information. This seems to indicate that the reader has difficulty classifying words into sounds. Difficulty in forming phonological strands into words, difficulty understanding how sounds work within a word and problems in distinguishing sounds. They are also sensitive to light in white light. There are six different types of dyslexia that include; phonolgical dyslexia, surface dyslexia, visual dyslexia, primary dyslexia, developmental dyslexia and trauma dyslexia.

Phonological dyslexia is the result of severe learning disabilities, eg the ability to use basic language sounds(Campbell, T. “2011”). The unique sounds of the language ‘stick’ and are easily applied without breaking.

Surface dyslexia is a type of dyslexia, or learning disorder. According to a study by Marshall & Newcombe (1973) and McCarthy & Warrington (1990), patients with this type of disorder cannot see the full name due to damage to the left parietal or temporal lobe.

Developmental dyslelexia is thought to be the result of impaired brain processing of phonemes (very small units of speech that make words different from each other). It is not caused by visual or auditory problems. It is not the result of mental retardation, mental retardation, or lack of intelligence.

Trauma dyslexia: This type of dyslexia usually occurs after some form of trauma or injury to the area of ​​the brain that controls reading and writing. It is rarely seen in modern schoolchildren.

 

 

 

References

[1] BDA (2009a) Dyslexia Research Information, Available at: http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-research- information-.html.

[2] BDA (2009b) What is Dyslexia?, Available at: http://www.bdadyslexia.org.uk/about- dyslexia/adults-and-business/what-is- dyslexia.html.

[3] BDA (2010) BDA mentoring scheme. Available at: http://www.bdadyslexia.org.uk/get- involved-and-fundraising/mentoring.html.

[4] Campbell, T. (2011). From aphasia to dyslexia, a fragment of a  genealogy: An ana7lysis of the formation of a ‘medical diagnosis,’ Health Sociology Review, 20: 4, 450-461, doi: 10.5172/hesr.2011. 20.4.450

[5] Denton,C. A.,Fletcher, J.M., Anthony,J. L.,& Francis, D. J. (2006). An  evaluation of intensive intervention for students with persistent .reading  difficulties. Journal of Learning Disabilities, 39 (5), https://doi.org/10.1177/00222194060390050601