Causes of Dyslexia

Causes of Dyslexia Possible Causes of Dyslexia Dyslexia is a learning disability that causes reading and language difficulties, in terms of spoken or written. Today, there are many researches actively taking place regarding the fundamental causes of dyslexia (Temple, 2002; Ramus 2001; 2003) and a number of possibilities are beginning to emerge but the specific cause is yet to be discovered. However, there are several theories proposed by specialist doctors and researchers and also some evidence which can help in clarifying the origin of this condition and they believed that these are the possible causes which are genetic inheritance, neurological differences, phonological disorder and last but not least, hearing problem. Genetic Inheritance Dyslexia is inherited in families, and is often accompanied by left-handedness which believed by most of the researchers. However, it also cannot be generalized that all dyslexic parent will have a dyslexic child or a left-handed child will have dyslexia, yet according to them, it can identified that between a third and a half of children who have learning difficulties’ history and more than half who have a family member who is left-handed are dyslexic people. That inherited genes run in the family have a defect that will cause a problem with the development of a particular kind of nerve cell in the brain. The defects in that genes which associated with problems in reading performance are known as DCDC2. It was found by a team at the Yale School of Medicine which also reported that this defective gene appears to interact with KIAA0319, a second dyslexia gene. In the journal Dyslexia, Dutch scientists reported that dyslexia is a highly heritable learning disorder that has a complex genetic architecture. They also added that they can identified several candidate genes which related to the reading performance that may contribute to dyslexia susceptibility. Fortunately, there are many researches are carried out in the recent years due to the advancement of technology in brain-scanning. With that, they are able to examine and compare the brain of dyslexic and non-dyslexic children. For comparison, the researchers have detected that bunch of cells are found beneath the surface of dyslexic children’s brain which lie on the surface in the brain of non-dyslexic children. These cells are supposedly moving when the brain was developing in the foetus which is to the surface of the brain but they failed and these defected cells are known as ectopic cells (like an ectopic pregnancy, where the egg fails to reach the womb and is fertilized in the Fallopian tube). They can be found mostly in the front and left area of the brain which are very important for reading and writing ability. Besides that, they also traced that an area of the brain named magno-cellular system is smaller where it deals with the ability to see moving images. Due to thi s, dyslexic children will have difficulties in reading process, where the brain has to interpret the different letters and words at a faster rate as they scan words and sentences with their eyes. Neurological Differences Neurological or brain differences is the cause of dyslexia where right hemisphere of the brain is larger than non-dyslexic children and they are having strong activity in the right side of their brain. Due to that, dyslexic children are always known to have significant strengths in areas which controlled by the right side of the brain such as musical talent, artistic, athletic and many more. Because of that, they are engaging this area frequently while performing language tasks. However, language tasks are known to be most efficiently performed in the left side of the brain. These differences lead to dyslexia which consists of structural and functional brain differences. Firstly, in structural, the brain is made up mainly of two types of material which are gray matter and white matter. Gray matter can be found at the lower part of the brain whereas white matter is within the deeper parts of the brain. Gray and white matter are composed of nerve cells and connective fibers covered in myelin, the coating designed to facilitate communication between nerves respectively. The primary function of gray matter is processing information while white matter is responsible for transferring information around the brain. According to Booth and Burman (2001), they found that children with dyslexia have less gray matter in the left parietotemporal area than non-dyslexic individuals. This could lead to problems processing of the sound structure of language (phonological awareness). Furthermore, it can be said that dyslexic children who have less white matter in this same area, which is important as more white matter is correlated with increased reading skill (Deutsch, Dougherty, Bammer, Siok, Gabrieli, Wandell, 2005). If the white matter is less, the ability or efficiency of the regions of the brain to communicate with one another is less as well. In functional brain differences, Functional Magnetic Resonance Imaging (fMRI) is known as a method that measures physiological signs of neural activation using a strong magnet to pinpoint blood flow. This technique is called functional because participants perform tasks while in (or under) the magnet, allowing measurement of the functioning brain rather than the activity of the brain at rest. Several studies using functional imaging techniques that compared the brain activation patterns of readers with and without dyslexia show potentially important patterns of differences. For example, a research is carried out by Massachusetts Institute of Technology (MIT) and the Boston Childrens’ Hospital where 40 children had their brains’ scanned using Magnetic Resonance Imaging (MRI). They also had their pre-reading skills assessed. The children are at the age where they are the beginners in reading process. The brain scans were looking at the arcuate fasciculus (a junction that connects the areas of the brain responsible for written and spoken language). From the study, it can be identified that the more robust this brain section in children, the more likely they are to perform well on the pre-reading test of phonological awareness. Phonological Disorder Usually, for regular children, they have the ability to understand spoken language which can be acquired easily and naturally from a very early age. Regular children are able to recognize the letters that make up a word, and then use them to identify the phonemes, and put them together to make sense of the word in terms of reading and writing. However, according to theNational Health Service, reading and writing is difficult for dyslexic children because of phonological processing impairment. They have troubles in recognizing phonemes and therefore, they have to struggle in order to connect the sound and the letter symbol for that sound and also to blend sounds into words. It is most prominent in their native languages with a great deal of irregularity of spelling, such as Malay, English and others. For example, the word ‘dog’ can be broken down into three phonemes. This is, of course, a three letter word made up of three phonemes. However the word ‘read’ is a four letter word that only has three phonemes. This creates confusion when dealing with the smallest units of speech sound (phonemes). Moreover, dyslexic children mostly have poor short term verbal memory which is a very common cognitive difficulty. Usually, regular children use verbal memory to blend sounds in words together when reading them for the first time. This is why an inability to read non-words (made up words) is one of the strongest signs of phonological dyslexia. Problems with short term verbal memory naturally lead to difficulties with long-term verbal memory. For example, dyslexics may often forget the names of people they have met before or the words that they learned in two days before. This shown that short-term memory also influences their phonological processing. Besides that, it can be seen that for a children with dyslexia, it takes them a lot of time to sound out a word. They are typically have trouble in spelling and expressing themselves in writing and even speaking. The phonological disorder theory is one of explanation for possible cause of dyslexia. The fact that the majority of dyslexic children have problems with verbal short term memory adds weight to the theory of phonological disorder. Indeed, they are struggling in phonological processing. Hearing Problem Hearing problem is one of the least possible causes of dyslexia. The researchers believed that if a child suffers frequent colds and throat infections during their early age, range from 1 to 5 year, the ears will be blocked from time to time and eventually it leads to hearing problem. This condition is known as glue ear or conductive hearing loss. The parents of the child should take this into account as it will affect the developing brain that links the sound it hears. At this point, the learning of sounds and words are essential in developing their ability to handle and link the sound to language and text as well. If they cannot hear clearly, they will be unable to hear the difference between words like pin and thin, or fan and van. The lack of clear hearing will also delay the childs phonemic awareness the ability to hear that words are made up of smaller sounds and syllables, like c-a-t, or in-ter-est-ing. Therefore, to be safe, a corrective action should be taken at a very early age to prevent the phonemic problem of their children as it causes lifelong difficulties which may lead to dyslexia. Conclusion In this research study, it can be concluded that working memory skills affect dyslexic children in terms of reading, writing and spelling as there is research that stated children who have problem in reading may have severe working memory deficits. They are unable to store the informations for a long time but for dyslexic children, they may forget about it the next day. However, teaching methods or strategies are employed by the educator in Pacific Speech Therapy and Learning Centre in order to attract their attentions such as playing games, reading from books, guessing based on pictures, constructing sentences and recognizing syllables. The children are also taught individually which is between the teacher and the student only. The instructions for students with learning differences are to be explicit, systematic, structured and multisensory. There are many researches carried out by specialist doctors and researchers regarding dyslexia which lead to possible causes of dyslexia. There are four possible causes where they believed that these are the famous and found by most of the researchers which are genetic inheritance, neurological differences, phonological disorder and last but not least, hearing problem. These are connected to each other as the genetic inheritance are the root of the cause as it plays an important role of brain development and it goes on and on to hearing problem which is certainly true. However, the specific cause is yet to be discovered and still remains unclear. Regarding to the effects of dyslexia, it may varies according to the severity of dyslexia and success of the therapy followed by them. There is no cure for dyslexia as it is a specific learning disorder which need supports from educational institutes to improve on their reading, learning and spelling skills, it can be done in a special educations lessons and with the right and appropriate therapeutic methods bound with differences of each dyslexic individual, the difficulties faced by them can be reduced. References Kaufman, Lorna N., PH.D., and Pamela Hook, PH.D.,The Dyslexia Puzzle: Putting The Pieces Together, Newton, Mass. International Dyslexia Society, New England branch, 1998. Carrion-Castillo, A., Franke, B. and Fisher, S. E. (2013), Molecular Genetics of Dyslexia: An Overview. Dyslexia, 19:214–240. Snowling, M. J. (2000).Dyslexia. Blackwell Publishing. http://www.solasbt7.com/Causes-of-Dyslexia-6809.html Appendix Figure 1 Figure 2

Mr Timothy Sargent :: essays research papers

DBZ Movie 12, "The Rebirth of Fusion! Goku and Vegeta" The Summary Movie #12 entitled "Rebirth of Fusion" starts off in heaven during the Annyokai Budoukai for those that have died. It is being held by Grand Kai to determine who the greatest dead hero is. The four Kai are arguing about who has the best student, and finally all the Kai except King Kai bet against Goku. In the final round Goku is about to meet Paikuhan and they agree to do their best to the see who the greatest really was. Meanwhile the gatekeeper King Yamma is deciding who enters heaven and who goes through the soul cleansing machine that removes all the evil from the bad ones. Once cleansed, the evil souls have their memories erased, and they are reincarnated to have another chance to change their life. A teenage punk (whose name is unknown), who is supposed to be watching the Soul Cleanser is very busy dancing to his heavy metal music. So his boss comes over to warn him about the levels of the evil tanks and he tells Punky that they need to be changed or else King Yamma might lower his already slim salary. But, Punky being a little slow continues to sing and dance, the Cleanser shows warning signs, and then explodes. All of the evil spirits leak out and takes over consume Punkys's body, turning him into the ultimate evil being named Janemba. (Note: This is the strongest enemy ever seen in anything to do with DragonballZ, because it is made of all the evil that has ever existed and died throughout the universe) He is in a large, chubby, yellowish...thing...which is very playful. After forming, Janemba encloses King Yamma's house in a crystal prison which cannot be broken with force and absorbs energy blasts, thus making it stronger. After King Yamma is trapped inside his house, all the past souls come back from Hell and reform on Earth, even after forming Janemba. They then go around Earth haunting and causing chaos. Mr. Satan walks around attacking all the skeletons and walking zombies claiming to be the hero once again. We even see a much older Romeo asking a much younger Juliet to marry him, and wondering why she hadn't aged. Meanwhile Great Saiyaman (Gohan) and Videl try to combat the souls and strike new poses, while Young Trunks and Goten search for the Dragon Balls to send the souls back to Hell and restore order.

Informative Speech Outline: bullying exactly

I, How many of you have been hearing about bullying? As you may hear on TVs or news or people are talking about the rates of bullying is going up from years to years.II, According to a research survey, bullying occurs once every 7 minutes in schools. Due to the National Youth Violence Prevention Center, almost 30% of adolescences in the USA (or over 5. 7 millions) are estimated to take part in bullying either bullying, being bullied or both. Also according to a 2007 nationally representative poll by The Workplace Bullying Institute, 37% of US workforce or 54 million employees have been bullied some time during their work time.III, Bullying can affect anyone, so you can gain something from this speech by being informed about bullyingIV, Today, I am going to explain the definition of bullying, what its effects are and how to prevent it. Body I, First of all, let’s explain in details what bullying means.A. What is bullying exactly and why?1. Firstly, bullying is intentional behav iors that are designed to hurt, harm, or damage the victims. It can take many forms like verbal, physical, social/relational/emotional, or cyber bullying – or any combination of these).Next, there must be an imbalance power involved (the bullies have power over the victims). Finally, it is often repeated periodically.2. So what do bullies want? The book â€Å"Talking about Bullying† says:a. Bullies want to feel important and big, create attention: dominate others or use others to get want they wantb. They want to feel like they are better than othersc. They want to hurt others and make them feel smallB. In order to know when bullying happens, we also need to know about ways and means of bullying1. Physicala.Typically, physical bullying involves: hair pulling, pinching, pushing, shoving, slapping, kicking, tripping, poking, stabbing, spitting, hitting, punching, head butting, choking, scratching, hiding or destroying someone’s property, etc.b. Example: pushing pe ers against the lockers to ask for money, or touching someone in a sexual way when it’s not wanted†¦2. Verbala. Ways bullies can use language or words to hurt others: name calling, taunting, swearing, spreading rumors, gossip, note writing, laughing at someone’s mistake, insulting nicknames, hate speech, mocking or imitating, threats, abusive remarks, etc.b. Example: Calling someone crybaby, trout mouth; saying nasty things about someone else†¦3. Emotional/ Relational:a. Nonverbal: pointing, staring, laughing, making faces, rolling their eyes, making loser signs, or sticking up middle fingers, etc.b. Psychological: excluding, isolating, ignoring or turning their back on someone such as leaving someone out of activities or game, purposely not talking to someone†¦ c. Another type of relational bullying is cyber-bullying is now very popular.Bullies can send emails spreading rumors, making vulnerable digital images of someone else, texting someone mean messa ges, online exclusion, videotape assault, etc.II, Bullying has extremely great effects on children so I will go into depth about children’s effects of bullyingA. Educational and mental fear always in the bullied’s minds.1. Keeping secrets and fears become phobia:a. Ashamed of being bulliedb. Afraid of retaliation if telling an adultc. Don’t think anyone can helpd. Don’t think anyone WILL helpe.Lie1. â€Å"The parent’s book about bullying† states the real effects are:a. skip schools ( In 2001, The journal of the American Medical association reported that > 160,000 students skip school every day because they are fearful of being bullied)b. don’t join in extracurricular activitiesc. carrying weaponsd. Avoiding peers and social group at schoole. reluctance to talk about what is happening at schoolf. sad and depressedg. Unexplainable drop in academic performance2. Being bullied can lead to commit suicide.1.Example: Jan 1999, Manchester, England, 8-year-old Marie Bentham hanged herself in her bedroom with her jump rope because she felt she could no longer face the bullies at school. She is considered Britain’s youngest bullycide.2. Example: June 29, 2005, a 15-year-old in Cape Coral, Florida, hanged himself after being repeatedly taunted online for 2 years by his classmates.III, Bullying is a life-death issue so we need to prevent it at home, school, or work.A. For parents1. intervene immediately with discipline2. create opportunities to â€Å"do good†3 . report the incident to school or child’s care4. teach friendship’s skill5. closely monitor children’s TV viewing, video game playing, computer activities, etc.6. engage in more constructive, entertaining, and energizing activitiesB. For teachers and school1. gathering info about bullying at school directly from students2. establishing clear school-wide and classroom rules about bullying3. training all adults on school to respond sensitively and consistently to bullying4. providing adequate adult supervision5. mproving parental awareness of and involvement in working on the problem C.For the bullied Tell the bullies to stop Speak to the school personnel, parents or adults outside of school Have your parents contact the school or school district Seek help for mental health issues if needed Anyone can become a victim of bullying but we can decrease our chances of being bullied of ours and others by being more informed on the concept, the effects of bullying and how to prevent it. Now, since you have more information about bullying, you may protect yourself and the ones you love!

Pride Can Hinder People From Taking Other s Opinion Into...

Pride can hinder people from taking other’s opinion into account. Sophocles wrote the play Oedipus The King to accentuate that pride can lead to smugness and prevent an individual from listening to others. Oedipus, the protagonist, takes pride in his wisdom due to solving a riddle to become a king. As a result, he embarks upon a journey to unmask the culprit behind King Laois’ murder to free his people from the plague. However, during the process, the prophet, Teiresias, warns him that it might bring misery for himself. However, he does not pay heed and investigates further only to find that he is the murderer. This revelation comes to be abrasive for him. Sophocles crafts pride as a character flaw of Oedipus, to highlight the tragedy. He heightens the idea that too much of pride can lead to someone’s ultimate destruction. Since many Thebans are distraught by the plague, it is Oedipus’ duty to bring peace in his city. He is penned as a character, who is reverenced and viewed upon as a god-like person, a ray of hope to many Thebans. They firmly believe he is capable of eradicating their agony as he is the one who freed them from the Sphinx by solving a riddle: they reckon his skill as their salvation, Thebes call him the savior, and they persuade him to be remembered â€Å" as the King- god like in power, who gave [ them ] back [their] life...(25)†. Oedipus is overwhelmed by the way Thebans praise him. Life has always been invaluable to mankind: the ability of saving the lives ofShow MoreRelatedWhy The Welsh Assembly Government ( Wag )2702 Words   |  11 PagesThe Foundation Phase was introduced to nursery level children at the start of the 2008-2009 academic year and each year after until all students in nursery, reception, year 1 and year 2 were taking part in this first stage of the n ew Welsh Curriculum (DCELLS, 2008a). 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