Deficiência de

leitura

A deficiência de leitura é uma condição

na qual uma pessoa apresenta
dificuldade de leitura . Exemplos de
dificuldades de leitura incluem: dislexia
do desenvolvimento , alexia (dislexia
adquirida) e hiperlexia (capacidade de
leitura de palavras bem acima do normal
para a idade e QI).
Definição
The National Institute of Neurological
Disorders and Stroke defines reading
disability or dyslexia as follows: "Dyslexia
is a brain-based type of learning disability
that specifically impairs a person's ability
to read. These individuals typically read
at levels significantly lower than
expected despite having normal
intelligence. Although the disorder varies
from person to person, common
characteristics among people with
dyslexia are difficulty with spelling,
phonological processing (the
manipulation of sounds), and rapid
visual-verbal responding. In adults,
dyslexia usually occurs after a brain
injury or in the context of dementia. It
can also be inherited in some families,
and recent studies have identified a
number of genes that may predispose an
individual to developing dyslexia."[1] The
NINDS definition is not in keeping with
the bulk of scientific studies that
conclude that there is no evidence to
suggest that dyslexia and intelligence are
related.[2] Definition is more in keeping
with modern research and debunked
discrepancy model of dyslexia
diagnosis:[3]

Dyslexia is a learning difficulty that

primarily affects the skills involved in
accurate and fluent word reading and
spelling.
Characteristic features of dyslexia are
difficulties in phonological awareness,
verbal memory and verbal processing
speed.
Dyslexia occurs across the range of
intellectual abilities.
It is best thought of as a continuum,
not a distinct category, and there are
no clear cut-off points.
Co-occurring difficulties may be seen
in aspects of language, motor
coordination, mental calculation,
concentration and personal
 organisation, but these are not, by
themselves, markers of dyslexia.
A good indication of the severity and
persistence of dyslexic difficulties can
be gained by examining how the
individual responds or has responded
to well-founded intervention.

Dificuldades de leitura

Dyslexia

Dyslexia is a learning disability that

manifests itself as a difficulty with word
decoding and reading fluency.
Comprehension may be affected as a
result of difficulties with decoding, but is
not a primary feature of dyslexia. It is
separate and distinct from reading
difficulties resulting from other causes,
such as a non-neurological deficiency
with vision or hearing, or from poor or
inadequate reading instruction.[4] It is
estimated that dyslexia affects between
5–17% of the population.[5][6][7] Dyslexia
has been proposed to have three
cognitive subtypes (auditory, visual and
attentional), although individual cases of
dyslexia are better explained by the
underlying neuropsychological deficits
and co-occurring learning disabilities
(e.g. attention-deficit/hyperactivity
disorder, math disability,
etc.).[6][8][9][10][11][12] Although not an
intellectual disability, it is considered
both a learning disability[13][14] and a
reading disability.[13][15] Dyslexia and IQ
are not interrelated, since reading and
cognition develop independently in
individuals who have dyslexia.[16] "Nerve
problems can cause damage to the
control of eye muscles which can also
cause diplopia."[17]

Students with dyslexia require a tailored

approach in writing courses due to the
impact of their neurological condition on
their reading, writing, and spelling
abilities.[18][19] This approach is intended
to aid their learning and maximize their
potential. The incorporation of inclusive
writing practices within the curriculum
allows students with dyslexia to achieve
a parallel education as their peers who
do not have dyslexia or other reading
disabilities.[18][19] These practices provide
effective strategies for writing courses to
cater to the unique needs of students
with dyslexia.[18][19] For instance, John
Corrigan, a graduate student with
dyslexia, indicates that "the best method
is one-on-one [assistance]"[19] from
professors or teachers in order to elevate
the students' comprehension and
strengthen their abilities in the
classroom. Additionally, Corrigan states
that the incorporation of audible text
options are beneficial to students who
are developing their writing skills.[19]
Corrigan's claim also implies that
recorded lectures or self-recording class
materials would serve a student with
dyslexia.[19] Sioned Exley's study
concluded that an alternative approach
to implementing inclusive writing
practices is through kinesthetic
teaching.[18][20][21] Exley argues that a
student with dyslexia may understand
material through visual learning opposed
to auditory engagement, as auditory
processing tends to be a compromised
ability in many people with
dyslexia.[18][20][21][22] Implementing
inclusive writing practices in the
education system, specifically targeting
youth education, will pave a route for
increased higher-level educational
opportunities for individuals with
dyslexia in their adult years.[23]

Hyperlexia

Hyperlexic children are characterized by

word-reading ability well above what
would be expected given their ages and
IQs.[24] Hyperlexia can be viewed as a
superability in which word recognition
ability goes far above expected levels of
skill.[25] However, in spite of few
problems with decoding, comprehension
is poor. Some hyperlexics also have
trouble understanding speech.[25] Most
or perhaps all children with hyperlexia lie
on the autism spectrum.[25] Between 5–
10% of autistic children have been
estimated to be hyperlexic.[26]

Correção
Remediation includes both appropriate
remedial instruction and classroom
accommodations.

Veja também
Attention deficit hyperactivity disorder
Aphasia
Auditory processing disorder
Developmental coordination disorder
Dyscalculia
Dysgraphia
3. Stanovich, K (Winter 1991). "Discrepancy
Definitions of Reading Disability: Has
Intelligence Led Us Astray?". Reading
Research Quarterly. 26 (1): 7–29.
doi:10.2307/747729 (https://doi.org/10.2
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www.jstor.org/stable/747729) .
4. Stanovich, Keith E. (December 1988).
"Explaining the Differences Between the
Dyslexic and the Garden-Variety Poor
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Difference Model". Journal of Learning
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doi:10.1177/002221948802101003 (http
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