How Does Dyslexia Impact on the Writing Process?

Originally published by the University of Leicester

It is often commented that the characteristics of dyslexic students’ written work might equally be found in the work of a non-dyslexic student. The problems with composition that students with dyslexia experience may be accompanied by difficulty with spelling and handwriting. Students may try to choose words they can spell rather than those they want to use. Those with short-term memory problems may have difficulty transcribing a mentally composed sentence, thus much backtracking is required which disrupts the flow of thought. When this is coupled with reading difficulties, it is easy to see why written tasks are laborious. The techniques of editing and refining demand extra stamina and time, and need to be done in separate stages. To be effective, this requires good pre-planning and time management. Paradoxically these may be the very skills that students with dyslexia may find particularly challenging.

Those students who are familiar with their own problems and are used to academic study are often highly disciplined to the task and start work on assignments as soon as they receive them. Others will need some explicit help in pacing themselves and in the understanding of the separate stages of the writing process. It is also worth noting that many of the errors will not be picked up by a standard spell checker or, in some cases, by the student’s proof reading.

In any event, it is likely that the final outcome of the work presented may not reflect the time and effort that has gone into its preparation.

When giving feedbacks to students, it may be useful to bear the following points in mind:

  • students need to understand why they have gained or lost marks and if spelling, punctuation and grammar are considered an essential part of the brief, it is important to let them know this in advance;
  • prompt, legible and detailed feedback is especially helpful. Dyslexic students need encouragement on what they have achieved and explicit information about how they can improve their work;
  • feedback about exam performance is as important as feedback after coursework submission; it helps tutors and students to ascertain the reasons for possible low marks or failure. It is important for all students with a SpLD to realise the extent to which low marks are due to a lack of detailed knowledge or to an inability to reflect their knowledge adequately in writing;
  • it is helpful to identify the type (what kinds) of errors that have been made in the work, particularly if these can be pointed out in detail in a small section. Providing correct spellings of subject specific words is very useful;
  • in addition a common perception is that dyslexic students have fluency in oral language but difficulty with written language. However some dyslexic students also experience spoken language difficulties, such as word finding, hesitations, mispronunciations and incomplete sentences. This should be taken into account when assessing oral presentations.

Variations in processing difficulties and the effects of secondary factors, such as environment and self-esteem, contribute significantly to the individual profile. Many students may have developed excellent ‘compensation’ strategies.

Emphasis is usually given to problems with written work. However, writing is only one aspect of the range of difficulties reported by students. These can include some or all of the following:

  • listening and taking notes in a lecture; this is why many students are provided with digital recorders and microphones so that they can concentrate on listening and understanding rather than writing. In some cases students may also have a note-taker;
  • limitations in working memory, resulting in the need to go over texts many times to remember and understand them; this is one of the reasons why extra time is given in examinations;
  • handwriting which may be extremely slow, lacking automaticity, which contributes to spelling errors and/or word omissions;
  • pronunciation of polysyllabic and/or unfamiliar words;
  • slow speed of reading; word omissions, problems making sense of print without substantial re-reading; this is another reason why extra time may be given in exams;
  • difficulties in reading aloud;
  • tendency to misinterpret or miscopy complex written or spoken instructions;
  • word recall difficulties (spoken and written); often giving the appearance of immature language in relation to complexity of ideas;
  • estimating time, both in managing deadlines and for daily routines;
  • left/right confusion, leading to orientation difficulties, e.g. in the library;
  • fatigue as a result of the extra concentration and energy needed to meet both the literacy and non-literacy requirements of the HE environment;
  • difficulties with basic maths and statistics; this particularly affects students who encounter mathematical content within a non-mathematical discipline.

Dyslexia is the most common specific learning difficulty in HE but you may meet students who are dyspraxic, dyscalculic or who also have a pervasive developmental disorder such as Asperger syndrome or autism. Additionally, some students will have a combination of these difficulties and disabilities.

 

Dyslexia Literacy Boosted by Synergy of Different Technologies

The Ghotit two-step correction process aims to help people with dyslexia who want to increase their typing speed while still producing error-free text.

It’s known that the best text correction for people with dyslexia is done by human proofreading. However, if we adopt this approach, those with dyslexia will never gain their writing independence.

There are three major assistive technologies that enable writing independence:

1. Spelling and grammar checkers
2. Word-prediction software
3. Dictation software (speech to text)

Each one of these technologies has its own pros and cons. Spelling and grammar correction, if designed for people with dyslexia and dysgraphia, i.e. Ghotit Real Writer & Reader, corrects spelling and grammar errors including punctuation and real-word (misused words) errors. This technology achieves the best results as it is the closest to the human corrections process: it analyzes the entire text, “understands it”, and then corrects with knowledge of the entire context.

Unfortunately, for many people their writing problems start with the very typing of the text. Their typing is extremely slow. Spelling and grammar correction technology cannot help with these typing issues. Word-prediction and Dictation technologies were designed in part to overcome this “typing limitation”, and they are very helpful in enabling a user to type text at a quicker pace.

However, even using the best Word-Prediction or Dictation solutions, the texts written or dictated are known to contain the following types of errors:

1. Misused words (real-words spelled correctly but placed out of context);
2. Grammar errors;
3. Lack of appropriate punctuation and punctuation errors.

The reason for this partial success is because Word-Predictors and Dictation software have the knowledge of only what was “just written” or “just said”. They are not aware to the context of the full sentence or the next words of the written or spoken phrase.

Some examples:

By the most advanced products.  -> Buy the most advanced products.
Buy the way, just go forward. -> By the way, just go forward.

There is a whole in the ground. -> There is a hole in the ground.
There is a hole new world behind. -> There is a whole new world behind.

In the above examples, the word prediction and dictation solutions will recommend misused words for the currently written word. The reason is that these technologies do not have visibility to any of the words written following this current word.

 
Ghotit recommended methodology for correcting text for people that have typing challenges

1. Create your text by using your favorite Word-Prediction or Dictation software (you can use Ghotit Quick-Spell Word-Prediction sold as a part of Ghotit Real Writer & Reader 6)
2. Next, correct the text you created by using Ghotit phonetic and context speller and grammar corrector.

Following this two-step process, the user will be able to type quickly while producing text that is free from spelling, misused words, grammar, and punctuation errors.

Dyslexia symptoms, causes and types of dyslexia

By Melody Cleo

Dyslexia symptoms, causes and types of dyslexia:

Dyslexia refers to a learning disability which is common in children. This disorder makes children find it difficult to write, read spell and sometimes even experience hindrance in speaking. Although the severity of this disorder can range from being mild to severe it can be treated successfully with timely intervention. In many cases owing to the absence of any obvious symptoms Dyslexia goes undetected in many children during their early years. The difficulty faced by such children in being able to learn easily often makes them go through extreme degree of frustration and may show visible signs of being depressed and suffer from low self-esteem.

The Symptoms of Dyslexia:

1. the most common symptom of Dyslexia in a child is his tendency to write numbers and letters in a reversed fashion. While such reversals are quite common in children up to the age of eight, if this problem persists then the child should be tested for Dyslexia.

2. Inability to copy from the book or the board in the classroom is also suggestive of a problem and can be a symptom of Dyslexia.

3. Disorganized writing and failure to be able to retain content of a text is also suggestive of Dyslexia.

4.While Dyslexia is primarily a learning disorder children suffering from this condition may also face significant difficulty in outdoor activities owing to their inability to judge left or right , speed of a moving object or even determining special relationships.

5. Another common symptom of Dyslexia is auditory difficulty. A child suffering from this disorder experiences difficulty in following multiple commands or may even fail to recollect something heard clearly. They also experience issues in being able to express their thoughts clearly through words.

6. One of the most pronounced symptom of Dyslexia is that a child gets confused by words, letters, numbers, sequence and verbal explanation.

7. Apart from the above academic symptoms a child suffering from Dyslexia also exhibits some emotional symptoms like depression, withdrawal symptoms, and low levels of self-confidence and lack of motivation.

Causes and types of Dyslexia:

The following are the different types of Dyslexia which also explains what causes them.

1) Trauma Dyslexia – This type of Dyslexia is a rare scenario where a child suffers from the disorder owing to some injury or trauma in that part of the brain which controls writing and reading.

2) Primary Dyslexia – Primary Dyslexia refers to a kind of dysfunction of the cerebral cortex which is on the left side of the brain. This kind of disorder does not change with the advancement of age and is usually hereditary. Primary Dyslexia is more predominant in boys rather than girls.

3) Development of secondary Dyslexia – Secondary or Development Dyslexia is caused by hormonal development of the foetus in the early stage. This type of Dyslexia diminishes with age and even this is found more in boys than girls.

Dyslexia also hinders several functions like visual Dyslexia and Auditory Dyslexia .Visual Dyslexia leads to a child having difficulty in writing letters properly and often leading to letter reversals and inability to follow the correct sequence while writing. Auditory Dyslexia on the other hand is characterized by the child having difficulty in perceiving the sound of the letters or words correctly.

Hence these are the causes and symptoms of Dyslexia which if identified in children should always be taken seriously. It is important to note that if treated early Dyslexia can be cured easily and it saves the child from going through the unnecessary stress of being unable to go through the learning tasks unlike their peers. Apart from being able to identify the correct time when one should seek medical intervention it is also important to be able to bear the financial expenses of the treatment.

Author Bio:

Melody Cleo is a passionate blogger from Manchester, UK. In her free time, she writes articles on various topics such as technology, gadgets, travel…etc. As of now she is focusing on EHIC, which provides health insurance services for the European people.

Personal Note:

As a life long dyslexic and the founded Ghotit, I started to ask myself is it really important to the individual dyslexic his classification in order to help him study and work?

Ashton Kutcher & Dyslexia?

So you are probably asking, what, is Ashton Kutcher a dyslexic? Is he too a member of the long list of famous celebrities with dyslexia? (e.g. Tom Cruise, Whoopi Goldberg, Ted Turner, Cher etc.) … The answer is NO.
I recently viewed the speech that Ashton Kutcher gave in Teen Choice Awards of 2013:

So what does Ashton’s inspiring speech have to do with Dyslexia?
The speech promoted 3 main points, all 100% applicable for people with dyslexia:
– “Opportunity looks a lot like hard work” –this is true to the general population, but even more so to dyslexics. To succeed, dyslexics need to work extra hard to find their opportunities for success.
– “The sexiest thing in the entire world is being really smart. And being thoughtful. And being generous” – Dyslexics usually have an above average IQ. Use these smarts to succeed and become a sexy dyslexic.
– “ Everything around us that we call life was made up by people that are no smarter than you. And you can build your own thing, you can build your own life that other people can live in.” – Dyslexics are usually creative. They won’t necessarily succeed in a 9-to-5 office job. But they can leverage their creativity to build their own unique business and life…

Thanks Ashton for a great speech.

Web Accessibility Drives a Better Experience for People with Dyslexia

Guest blog by Mark Miller

The Narrow Straw

I talk to a lot of people who are discovering accessibility for the first time. Usually, it’s some poor person who’s had the WCAG 2.0 guidelines dropped in their lap with cryptic instructions from their boss like, “I think we need to do this to our website.” About ten minutes later my phone rings and I hear, “I don’t know anything about these guidelines but I think I need your help.” That is usually followed by, “it’s so blind people can use our website, right?” It’s at these moments that I struggle with the “narrow straw” through which accessibility is sometimes viewed, but it is an opportunity to broaden their view.  Accessibility helps all people and most acutely those with all types of disabilities.

My experience with Ghotit Real Writer, an assistive technology for people with dyslexia and dysgraphia, has led me to think a lot about how accessible websites help people with dyslexia and other cognitive disabilities. In November the W3C WAI, who publishes the Web Content Accessibility Guidelines (WCAG 2.0), announced that The Cognitive Accessibility Task Force is open to participants, reinforcing the W3C’s current focus on cognitive disabilities. I would like to widen our view of website accessibility by looking at a few ways the guidelines help individuals with dyslexia.

Challenges and Guidelines

The basic challenges of dyslexia are centered on reading but can include overall language skills and verbal comprehension. Because the specific challenges of dyslexia vary, so do the tools and methods people with dyslexia use to overcome the challenges.

One of the tools people with dyslexia will use to help them better read and comprehend writing is similar to that used by a person who is blind or has low vision. That’s right, two completely different disabilities, same technology. We’re talking about technology that will read the content aloud or manipulate it into other forms like large print. Many of the WCAG 2.0 guidelines deal directly with this.

  1. Principle 1: Perceivable – Information and user interface components must be presentable to users in ways they can perceive.
  • Guideline 1.1 – This guideline requires the provision of “text alternative for any non-text content so that it can be changed into other forms people need such as large print, braille, speech, symbols or simpler language.”

While having content read aloud may help many people with dyslexia, others may benefit from a different approach like larger text or simpler language. They may also benefit from many of the guidelines that fall under Principle 3 of WCAG 2.0.

  1. Principle 3: Understandable states, “Information and the operation of user interface must be understandable.”
  • Guideline 3.1 Readable, requires making “text content readable and understandable,” an obvious benefit to someone who struggles linguistically.
  • Guideline 3.2 Predictable, requires making “Web pages appear and operate in predictable ways,” which is less direct and obvious to Dyslexia but equally important to consider as unpredictable operation is a close kin to poorly structured content and underscores a challenge presented by dyslexia that is not directly related to reading.

Moreover, the W3C has published a Summary of existing research and guidelines in their gap analysis, which outlines further guidelines that should be considered for dyslexia.

The Other Side of the Coin

While there are many more WCAG 2.0 guidelines that help people with dyslexia and other cognitive disabilities, the few we’ve looked at clearly demonstrate the benefits of an accessible website to a person with dyslexia. A product like Ghotit Real Writer provides an unprecedented advantage to a person with Dyslexia, allowing them to participate in things many of us take for granted, like simply sending an email, without fear of embarrassment or with the overhead of relying on someone else to help. But creating content is only one side of the coin. Accessibility is the other side of the coin as it allows that same person to consume the rich content on the web with equal success as someone without a disability. That is something that will not just provide a better experience but allow that individual to be more productive in all their endeavors.

Taking Action

How do you know if your website is accessible? How do you make it accessible if it’s not? Partnering with an expert accessibility consultant is essential if you need to insure you meet the guidelines and have a fully accessible site. In addition, there are some accessibility tools that can help you, although I have to warn you that tools are not a complete answer.  They are helpful, especially in the hands of someone with extensive accessibility knowledge, but they do not find the majority of accessibility issues.

The process for evaluating and fixing a site that is not accessible looks like this:

  1. Assess – You will need a good accessibility audit to show you the violations to WCAG 2.0 and other accessibility guidelines
  2. Remediate – Once you have the audit it’s time for your developers to go to work fixing the issues. Ask your accessibility consultant about services they may offer to help your developers with the remediation:
    1. Accessibility training
    2. Help desk support
    3. Interim quality assurance audits
    4. Compatibility testing to ensure the product works with assistive technology (the tools that people with disability use to interact with your website)
  3. Integrate – Now that you’ve gone through the work of creating a website that is accessible you’ll want to keep it that way and make sure future projects are accessible from the start. You will want to look at the following for your organization:
    1.  Corporate accessibility policies development
    2. Develop best practices and checklists to integrate accessibility throughout the development process
    3. Accessibility certification
    4. On-going accessibility monitoring

When you have an accessible website you can be proud knowing that your efforts don’t just help people with one kind of disability but help all people including those with any number of disabilities.

Author Profile

Mark Miller is the accounts and marketing director for Interactive Accessibility, internationally-recognized experts who provide accessibility services for WCAG 2.0 compliance. He can be reached at 603-580-9110 or [email protected].

How should spelling be taught?

From dyslexiahelp.umich.edu

Phonological awareness affects learning to spell

Given that many dyslexics have difficulty hearing the individual sounds in our language—a skill that underlies spelling—many dyslexics have difficulty learning to spell.

The English orthography is derived from many other languages: Greek, Latin, and French to name a few. As a result, many English sounds are spelled more than one way. This makes learning to spell in English more difficult than in other alphabetic orthographies where one sound is represented by only one letter.

Yet, English spelling is rule-governed. It is estimated by some that 90% of English spellings are predictable based on spelling rules and patterns. Yes, there are exceptions to those rules, but there are rules and patterns to teach spelling.

That said, teaching spelling can be challenging. It is helpful to become familiar with morphological structures, roots, affixes, prefixes, and suffixes.

Take a look at this Wikipedia page for a great look at the complex nature of English orthography.

he first step is an assessment of spelling to determine where the breakdown is — at the syllable level, the phonemic level, or the orthorgraphis level. After establishing baseline and goals, a good next step when teaching spelling rules and combinations is to heighten your client’s awareness of his or her spelling strengths and weaknesses. Explain that through teaching he or she will gain a better insight into spelling rules, combinations, and exceptions.

Spelling instruction follows a logical progression that starts with phonemic awareness. If the error analysis demonstrates intact phonological awareness skills, skip right to teaching letter and letter combinations that represent the sounds in our language. In the English language, 44 sounds (phonemes) are represented by 26 letters (graphemes) or letter combinations. It is important to teach your client that when we spell we manipulate the word (i.e. take it apart) into its individual sounds or morphological units and then encode or transform those sounds or units into the letter or letters representing each sound or unit. There is a lot to think about when teaching spelling: syllable structure, spelling rules, homophones, silent letters, suffixes and prefixes, to name a few.

The following is a list of guidelines for teaching spelling:

  • As with all therapy or teaching, sessions need to be structured, sequential, and have a logical progression from one target to the next. Lessons should be cumulative, ensuring that new information is introduced only when previously taught material has been fully absorbed.
  • In the first or early treatment sessions, make sure the client has a secure understanding of sound-symbol correspondence and letter name knowledge. You may need to begin with phonological awareness tasks – taking words apart at the syllable and sound level.
  • Dividing words into syllables can help students identify spelling patterns at the morphological level.
  • Limit the introduction of new information to reduce confusion.
  • An awareness of morphology should be incorporated into the teaching of spelling from the earliest stages.
  • Teaching should encompass the integration of
    • spoken and written language
    • word, sentence, and text-level learning
    • reading and writing skills.
  • Do not teach too many spelling patterns within a lesson. For example, you might decide to contrast –tion versus –sion in a lesson. This will require acute attention to the verbal production of “shun” (-tion) as in “production” versus “zhun” (-sion) as in “lesion.” And then, what do you do with “expansion” and “seizure?”

A bit about the exceptions to the rules—A person with dyslexia can be at a disadvantage, particularly when learning the exceptions, not only because of the phonological deficit that underlies the disability, but because of a lack of access to the printed word. One way we learn exceptions to spellings is by being exposed to these words when reading. Given that reading is difficult, the dyslexic will have less exposure to words through the printed form. And, they’ll have less exposure to sophisticated vocabulary.

Therefore, it behooves us to expose the dyslexic to as much sophisticated written text as possible. Text-to-speech programs are an excellent way for the dyslexic to follow along and have the text read out loud. When using books on tape, the individual should always read along with the text. This will give more exposure to spelling patterns, particularly important for learning those exceptions to the rule.

Additionally, seeing the word in print also helps one use Spellcheck. For some dyslexics with more severe spelling problems, the goal may be to become proficient enough that Spellcheck will pick up their errors. But, they still need to know which word from the choices is the one they want. Exposure to the word in print will facilitate this skill.

As noted above, we need to take a systematic approach to teaching spelling.

Although learning to spell (and teaching spelling) may be challenging, it helps to keep in mind that just as with any task (e.g., becoming a football player or learning an instrument), becoming proficient takes hard work and practice. With a systematic approach, the rules, patterns, and anomalies of English spelling can be learned. Success starts here!

Overcome Dyslexia with Modern Technology

By Melody Cleo

Dyslexia is a medical term that implies that the affected person is unable to read, spell, write or speak properly. It is a condition in which the normal day to day functioning ability of an individual is hampered due to dyslexic tendencies and is caused when the brain is impaired in a way that it is unable to transmit images into languages that are understandable. It is a common perception that dyslexia is similar to retardation of brain or low intelligence quotient, but researches over the years have shown that it is just caused by learning and reading disability and has little to do with individual intelligence.

Causes of Dyslexia:

There are three reasons that might cause Dyslexia in a person. Let us go through them one by one:

· It can be caused due to trauma that affects the brain and hampers the ability to read and learn.

· Dysfunction of the cerebral cortex on the brains’ left side may lead to dyslexia

· Dyslexia may also be a reason of hormonal development that crops up at the time of birth, but ceases with age. This particular type of dyslexia is more common among boys than in girls.

Dyslexia can be recognized among children at an early age. Their inability to learn, read, speak or write may not necessarily be a reason to worry, but it is always advisable to consult a doctor.

Overcoming Dyslexia with modern technology:

Gone are the days when dyslexic people were made to do sky contact and then undergo therapy. In the current scenario, modern technology has started playing a major role in treating dyslexia. With modern infrastructure, hi-fi technology and a need for newer and more efficient treatments, some of the technologies used are:

· Various audio devices are constantly used to let patients hear the content and then retain it. Tape recorders, mobile phones, camcorders and other such devices are being utilized to record voice and then are repeated so that dyslexic patients can retain them in their mind.

· Mind exercises, especially devised for dyslexic patients can be played on computers and laptops. This gives the opportunity to think and retain various thoughts. Various reading games can hone the reading skills as well.

· Electronic dictionaries that are voice enabled are extremely helpful since one can listen to end number of words, learn their pronunciation as well as meanings and learn their synonym and antonym words at the same time.

· Various spelling and grammar tools are out in the market that require an active internet connection and can easily correct any wrong grammar or spelling.

· There are many text to speech converting software programs available on the internet that can read texts of various formats n the computer and then change it to audio files. These programs are specifically made keeping the needs of dyslexic patients in mind and hence they have great sound quality.

These are just some of the modern technologies that have been put to use to pave a way for better treatment of Dyslexia. In the time to come, science is expecting even more development in the field of technology for the same purpose.

 

Melody Cleo is a passionate blogger from Manchester, UK. In is free time, she writes articles on various topics such as technology, gadgets, travel…Etc. As of now she is focusing on sky contact number, which provides information regarding broadband services, radio services and television services.

Connection Between Dyslexia and ADHD

By Tammy Mahan

Approximately 60 to 100 percent of children diagnosed with ADHD also have two or more other related conditions and one of the most notable conditions is dyslexia.

According to the U.S. National Institutes of Health,” dyslexia is a learning disability that can hinder a person’s ability to read, write, spell, and sometimes speak. Dyslexia is the most common learning disability in children and persists throughout life. The severity of dyslexia can vary from mild to severe.”

Often time’s doctors miss the signs of dyslexia in children with ADHD because the signs and symptoms are similar in many aspects of both conditions.

Dyslexia is a condition in which the brain cannot translate images such as letters and numbers. The brain transposes the letters so a child with dyslexia may see the word winter as “inwter” this obviously causes problems with reading and comprehension.  The same thing is true for math, if a child is given the following math problem 345 + 821 they may see it as 435+ 128 and of course, their answer is going to be incorrect because the numbers they are adding together is not the correct set of numbers.

Some children have difficulty speaking because what they hear is not what is being said. Children learn to talk by hearing words and sentences and eventually they learn what the word means and repeat it. Such as young children who are just starting to learn to talk, if they hear “Mommy loves you” every night before bed and then they are given a hug or kiss they will eventually realize that “Mommy” is the person talking to them and putting them to bed so they will start to say part of the word such as “mama” and then “mommy.”

Children who have dyslexia often hear more of a mumbling instead of clear words. Therefore, it takes them longer to learn to talk and they usually will pronounce the words incorrectly such as “ommy” instead of “mommy.” Depending on the severity of the speech disability, they may need speech therapy to learn to talk.

So, what is the connection between dyslexia and ADHD? Scientists have done genetic testing on children with ADHD and found that dyslexia and ADHD share the same genetic background.  Both conditions also have been found to share some of the same chromosome differences making the two conditions more likely to accompany each other.  In other words if a child is diagnosed with either ADHD or dyslexia there is a very good chance the child has both conditions and should be tested for the condition that has not already been diagnosed.

While children who have ADHD without dyslexia still have learning disabilities, when you toss the dyslexia in to the mix, it makes the learning disabilities even more severe. Not only does the child have a learning disability but also they are faced with moderate to severe cases of loss of concentration and an inability to focus on anything for more than a few minutes and sometimes only seconds.

Children who fall into the ADHD/ dyslexia category cannot generally be taught by the traditional means used in the school systems. Luckily, there are special tools called motor sensory tools that are very beneficial in helping children with ADHD and dyslexia learn to read, write and do math problems.

 

Tammy Mahan has worked in the healthcare field for over 20 years. In her free time, she enjoys writing articles for Healthline.com.

I have looked for new research for the connection between Dyslexia and ADHD and was unable to find any new explanations to the statistics.