Empirical Literature Review On Dyslexia

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iii. Empirical literature review
Dyslexia is the result of a multitude of factors such as environmental, genetic, behavioral and biological. Twin studies have shown a high genetic influence in development of dyslexia. Mothers who are dyslexics were more likely to have children who will also be with dyslexia. Environment of the child will also have an impact on the development of this disorder. The amount of time children read at home and the availability of reading materials also plays a role in a child’s ability to read. Brain studies on dyslexic brain have shown differences in the areas that gets activated during reading activities. Dyslexic individuals seem to use more areas of the right brain when reading while those without dyslexia use left brain areas to make sense of the read words. This shows how dyslexics use a three dimensional view to understand the world. And it also indicates the importance of showing the bigger picture, holistic approach, when teaching children with dyslexia (Thambirajah, 2010).
As right-brained learners, dyslexic individuals have certain strengths that must be considered when planning an intervention to teach reading. These strengths include verbal acuity or ability to make clear points in speech, excellent spatial awareness due to their ability to view things in three dimension, flexible problem-solving skills or out-of-the-box thinking abilities, and artistic, imaginative and music abilities (Waterfield, 2002). It has also been found in

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