Reading Difficulties In Dyslexia

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This chapter presents a review of literature related to the variables of the study. It is divided into two parts, Part one deals with the theoretical framework focusing on reading difficulties, types of reading difficulties, Dyslexia, different types of dyslexia, characteristics of dyslexic pupils, techniques for teaching dyslexic pupils. It also tackles the multi sensory approach, its principles, content to be taught in multi sensory teaching, strategies and benefits of using multi sensory approach in the classroom. In addition this chapter provides studies related to the present study.
Reading difficulties
According to Lyon (1996) approximately 5% of public school students are identified as having a learning difficulty which is not
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They may insert or delete letters, such as cloud-cold when they misread , they often say as a word that word that has the same first and the same shape, such as form or trial-trail. Confusion is a classic warning sign they may say has the same letters but in a different sequence such as who-how lost-lost, saw-was, or girl-grill, b-d. They have difficulty of directions. They also misreads, omits or even adds small function words, such as an, a, the, etc. Wilson (1995) reported that phonological awareness is an important and reliable predictor of later reading ability and therefore, was the focus of much research. Phonological awareness is an important element of success in learning to read and…show more content…
It is one of the characteristics of dyslexia that can be demonstrated if you ask a child to point to your right foot with his left hand.
• Writing letters backwards: Often, dyslexic children mix up‘d’ and ‘b’, ‘p’ and ‘q’, and ‘saw’ and ‘was.’ These letters appear as the same, and they confuse pupils with dyslexia. Case & Philpot & Walker (2007) noted that individuals with dyslexia have problems with reading in spite of being capable of other areas and having a normal amount of classroom instruction. Many individuals with dyslexia learn to read well, but their difficulties with spelling and handwriting tend to persist throughout life, requiring instruction, accommodations and understanding from those who teach or work with them.
To sum up, Vellutino & Fletcher & Snowling & Mscanlon (2004) identified a number of key points about dyslexia that teachers need to recognize. These are shown

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