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Gerstmann (1940) helped establish the relationship between behavioral deviations and brain
dysfunction. So the present approach, to a large extent, and the future approach, is that the concept
of dyslexia is not defined against some IQ reference, and instead it is applied across ability ranges (
Vellutino et al., 2004 ). It also includes difficulties with other kinds of skills not directly related to
reading, such as arithmetic, language, attention, visual and auditory perception, and others. That is,
whom to study, in order to understand dyslexia, and whom to exclude. What classroom
accommodations help level the playing field for students with dyslexia. This proved to help him gain
fluency, AND self confidence. However, if we view the unsuitability of a brain for learning to read
not as a product of some specific factor but, rather, as the product of a complex developmental
pathway, in which genetics and environment act and interact to produce a complex phenotype, then
attention is shifted to understanding these developmental pathways, the ways in which they differ,
and their sensitivity to different manipulations. In an example of the Dyslexia writing samples peing
ignorant is not so wuch a shawe as deing nuwilling to learn you can see different combinations of
letter switching. Most of my problems with dyslexia started when I went to school. Sophie’s twelve
now, getting great grades, and she recently gave a talk about dyslexia to her classmates. For
research, we need to know how to form our research groups. As stressed by Bender (1958), this type
of reading disability often is found together with other learning dis- orders. How ever, thi s art icl e
is con cern ed almost exclusively with developmental dyslexia, that is, chi ld re n an d ad ul ts wh o
fo r so me rea so n ha ve nev er developed reading skills. Ben Foss narrates his audiobook, which
really highlights his passion for advocating for dyslexic children. Although the in- dividual is of
normal mental capacity, has no deficiency in ability to see and is not emotion- ally disturbed. The
point I want to make here is that intervention is not to be provided because of a presumed
abnormality or discrete pathological condition, but because of the poor reading itself, in the context
of the literate society in which we live. Dyslexia friendly classrooms are a'le to identify and res?ond
to the une x?e cted dif ficu ltie s tha t a dy slex ic lea rne r may enc oun ter. Grabbing my book about
children, clay, and sculpture, and given my knowledge of Emilio Reggio practices and time spent
with Sydney Clemons, it is all beginning to make sense. And because, in my experience, the minute
you try and explain the reason you ?nd some things dif?cult, far too many people start treating you
like your unintelligent. Over all, I’m very excited about his progress so far. This has taken various
specific forms, some of which have led to great controversy. It is this knowledge which is providing
new insights into the process, into the psychoneurological dy- namics of learning to read. They help
me regain control, and with each year I get better and better at managing the drawbacks. On the
other hand the concern has been with reading as a s kil l rathe r th an as an integral facet of that
significant, if not unique, characteristic of human behavior. This hierarchy of language develop- ment
has been discussed in greater detail else- where (Myklebust, 1960). What better way to help our
children learn to love books than by reading to them. By focusing on the only common element
across children with dyslexia, that is, the difficulty in learning to read, research can concentrate on
identifying the necessary set of underlying skills and development routes, rather than trying to
account for assorted, anecdotal, or simply unreliable elements. Dys lex ic chi ldr en ten d to be able
to remember fewer items for a short period of time. It is the transition from reading by sounding out,
to reading by dir ect acc ess (al so som eti mes referre d to as the lex ica l route) that signi?es the
transition to a con?dent, experi- enced reader. T h e infant does not first learn to read; he too first
learns to use the spoken word.
With a bit of Web code one man is making it easier for others to understand how reading with
dyslexia might feel. Dyslexia has a number of different definitions and descriptions but is generally
defined as a learning difficulty that affects the skills involved in accurate and fluent word reading
and spelling. Hello im currently writing something for school about why reading can be difficult for
some people and i used dyslexia as an example. Dyslexic children are not lazy, and they are most
definitely not stupid. Let me start with the easier ones, in the sense that they seem to be mostly
resolved already, having made much progress from the recent past, so that the future is likely going
to be like the present in regard to them. Ideal for mixed ability groups, projects, assessment practice
and non-specialist cover sessions. We are still working on how to read and while I know he needs a
lot of practice, I have chosen to simply read all the Bible material aloud to him. Most of my problems
with dyslexia started when I went to school. An alternative reason might be seen in very different
situations, when it is not clear at all how to distinguish members from non-members; when, despite
our efforts, the situation remains complex, with obvious disadvantages to any proposals, and an
impasse is reached. Not all tips and tricks provided have been tried and tested by experts and results
may significantly vary from individual to individual. If they are not res?ond ing to lesson( teacher
should not shout at them or ma?e them scared. This was based on an expectation that intelligence
determines word reading ability, which it does not; and on the assumption that intelligence makes a
difference in how word-level reading difficulties should be remediated, which it does not ( Elliott
and Grigorenko, 2014 ). Rather than using textbooks, lessons are taught through books that are
written in an engaging way. But today I want to try and talk about my dyslexia and explain why
shaving my head is so important to me, and hopefully this story will help other dyslexics out there.
When man acquired verbal facility, he did not first learn to read, says myklebust. Presumably,
because there is no auditory sym- bol system on which to superimpose the visual; learning to read by
visual means alone, that is, without audition, is extremely difficult. Yes, I’m great with that because I
can visualise the actual money. Di sea ses which are frequently associated with psycho- neurological
learning disorders are erythroblas- tosis, encephalitis, anoxemia, and rubella; dam- age from disease
might occur prenatally, at the time of delivery, or postnatally (Lamm, 1959; Clemmens, 1961). Here
is the account, reprinted here with Klaire’s kind permission. It is this knowledge which is providing
new insights into the process, into the psychoneurological dy- namics of learning to read. Often the
end results of Dyslexic Readers is quicker time looking at the page and a more thought out
consideration of the reading materials. We also will not think that a child who cannot read has
dyslexia if the child has not been sufficiently exposed to print or has not practiced reading. We
noticed he learned differently when he was very young, maybe even as young as two or three. Nev
erth ele ss, although the discussion in this article focuses on children, much the same still applies to
adults. We would not normally do that, instead of trying harder to understand, but there are
situations when practical needs of classification prevail, as in dyslexia: we need to be able to decide
whether we should treat any particular individual child one way or another. SAVE ?2 ON THE
PRICE OF BUYING INDIVIDUAL UNITS. ?5.00 Reviews Select overall rating (no rating) Your
rating is required to reflect your happiness. We believe that all people’s abilities and talents should be
recognized and valued, and that learning problems can be corrected. Now I use some of those
wonderful books as I tutor dyslexic students using Orton-Gillingham. But your job is not done,
because the child may read so slowly as to be functionally illiterate (cf., Torgesen, 2005 ). Word
reading speed can only begin to develop after high accuracy has been achieved, while attainment of
reading fluency requires additional skills beyond isolated word reading speed ( Juul et al., 2014;
Altani et al., 2019 ). Thus, word-level skills must build to an efficiency level that can sustain reading
to learn. However, if we view the unsuitability of a brain for learning to read not as a product of
some specific factor but, rather, as the product of a complex developmental pathway, in which
genetics and environment act and interact to produce a complex phenotype, then attention is shifted
to understanding these developmental pathways, the ways in which they differ, and their sensitivity
to different manipulations.
Ben Foss is dyslexic, but he attended Stanford law school, despite his immense struggles with
dyslexia. However, the physiological basis for this di?culty is still unclear. It took me a good three
years to overcome my fear of people, talk and force myself to look people in the eyes when speaking
to them. Clearly, early these intervention starts, better the outcomes. Contrary to an assumption held
by many, there is a relationship between the spoken and read word. We noticed he learned
differently when he was very young, maybe even as young as two or three. At times, it goes without
being detected for years. Rather, it is a label applied in the context of specific social circumstances,
demands, and pressures. All I’ll say is that he still struggles daily with school, and we have decided
to try homeschooling him for sixth grade next year. Although the research is nowhere near there yet,
it is conceivable and desirable that, in the future, risk of reading failure will be reliably detected in
preschool, and possibly prevented before reading instruction. When they use audio( they could
understand more 'y listening to it re?eatedly. T h e infant does not first learn to read; he too first
learns to use the spoken word. The owner of Natural Health News will not at all be responsible for
any boo-boos or omissions in the information provided by experts. No use, distribution or
reproduction is permitted which does not comply with these terms. Pictures that do not have our
watermark is a clear indication that they have been picked from the internet as sometimes it is just
not feasible to produce them on our own due to various constraints. At that time, she would only use
upper case letters when she wrote, because she didn’t know how to use the lower case letters. Not all
tips and tricks provided have been tried and tested by experts and results may significantly vary
from individual to individual. Having a better view of the scope and extent of environmental
influence, we can focus on maximizing the efficiency of interventions. Dyslexia -- a lifelong
condition that affects reading writing spelling and speaking -- may be a common condition but its
still not widely understood. This is not because dyslexia is thought to be an assortment of
disconnected clumsiness, but because reading skills are documented by research to build on
prerequisite skills and, in turn, to form the basis for additional skills to build on them later. Whi le
man y dys lex ic rea ders dis pla y cha rac teri sti cs of pho nol ogi cal dys lex ia, the majority of
dyslexic readers display various qualities of bot h surf ace and pho nol ogi cal dys lex ia and are con
sid ere d to be of mixed type. And because, in my experience, the minute you try and explain the
reason you ?nd some things dif?cult, far too many people start treating you like your unintelligent.
An ind ivi dua l wit h dys lex ia dem ons tra tes nor mal acad emi c and soci al ach iev eme nt in all
oth er resp ects, but has inordinate di?culty learning to read. Being dyslexic does not make a person
less intelligent, but people sometimes think that, and they are wrong. However, if dyslexia was just
poor reading (i.e. a child who for maturational reasons simply develops di?erent scholastic abilities at
di?erent rates), then we would expect reading ability to fall into a reason ably normal distributi on. A
child might inherit a defect in the eighth nerve and thus be unable to hear, or he might inherit a
defect in the optic nerve and be unable to see. Your time is limited so dont waste it living someone
elses life. Therefore, the five types of verbal func- tioning in order developmentally, are: (1) Ac-
quisition of meaning, (2) Comprehension of spoken word, (3) Expression of spoken word (speech),
(4) Comprehension of printed word (reading), (5) Expression of printed word (writing). A few simple
modifications and we are having a great school year with Sonlight. Though, to detect it, the health
care provider will review several factors, including.
I have contacted Angela Odom and hope to go to a Davis Learning Strategies Workshop here in
October. Here’s Sophie’s speech, which she has graciously permitted us to publish. SAVE ?2 ON
THE PRICE OF BUYING INDIVIDUAL UNITS. ?5.00 Reviews Select overall rating (no rating)
Your rating is required to reflect your happiness. This trend and these conversations center around
the goals section of the IEP. Those skills were my escape, and the prospect of not being able to use
them was like someone had taken my only piece of armour and left me exposed to the world. Also,
just the idea of socialising or talking to people would make my knees start shaking. Rather, the line is
to be drawn between reading comprehension, on the one hand, and both decoding of individual
words and fluency in reading word sequences, on the other. Since the start of the year, he is now
reading longer portions. So, now we can turn to the discussion of such elements in a contrast
between the past and the future. How ever, thi s art icl e is con cern ed almost exclusively with
developmental dyslexia, that is, chi ld re n an d ad ul ts wh o fo r so me rea so n ha ve nev er
developed reading skills. It also includes difficulties with other kinds of skills not directly related to
reading, such as arithmetic, language, attention, visual and auditory perception, and others. Over the
past decades, it seems increasingly accepted that there is no distinct group and that dyslexia concerns
the low end of the distribution of reading skill ( Ahmed et al., 2012; Snowling, 2013; see Protopapas
and Parrila, 2018, for more references). I was excited to see how things would go once he started
middle school. However, if difficulty in learning to read is seen as part of cognitive variability, just
individual differences as usual, then our job is to study and to understand this variability, the
dimensions of variability, its causes and correlates, without being on the look for something
abnormal. Five thousand thirty-?ve pounds later, Klaire ful?lled her pledge and shaved her head on
August 6, 2013. I mean dyslexia means they are struggling with reading, and literature means lots of
reading. Thus it is of crucial importance for every state to provide adequate means toward assessment
and remediation of reading problems, not because of purported brain faults but because of the poor
reading itself ( Protopapas and Parrila, 2018, 2019 ). Crucially, the appreciation of the true scope
afforded by environmental factors can help focus efforts on early screening and early intervention to
the largest extent possible, and tailored to the specific needs of each individual, thus maximizing the
long-term benefits for each person and the overall social impact from a wider perspective. They are
highly-intelligent children who learn differently from their peers. When man acquired verbal facility,
he did not first learn to read, says myklebust. Some studies have demonstrated that dyslexic children
have di?culties organizing sound over time, such as determining the correct order of two or more
quickly presented tones. Before considering the differences between past and future, let us begin
with a common element weaving through our understanding of dyslexia across time, taking various
specific forms in different approaches, but expressing an underlying unifying theme. Although the
in- dividual is of normal mental capacity, has no deficiency in ability to see and is not emotion- ally
disturbed. But your job is not done, because the child may read so slowly as to be functionally
illiterate (cf., Torgesen, 2005 ). Word reading speed can only begin to develop after high accuracy
has been achieved, while attainment of reading fluency requires additional skills beyond isolated
word reading speed ( Juul et al., 2014; Altani et al., 2019 ). Thus, word-level skills must build to an
efficiency level that can sustain reading to learn. They help me regain control, and with each year I
get better and better at managing the drawbacks. Our customer service team will review your report
and will be in touch. ?2.50 (no rating) 0 reviews BUY NOW Save for later ?2.50 (no rating) 0
reviews BUY NOW Save for later Last updated 17 August 2018 Share this Share through email
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Sumstuff 4.77 15 reviews Not the right resource. Nevertheless, some element of general cognitive
ability is still included, in some form or other, in most approaches to dyslexia, even though the
original notion of unexpectedness can no longer be sustained, perhaps for more practical reasons.
This proved to help him gain fluency, AND self confidence. The basic package they offer covers
Bible, History, and Literature. However, if we view the unsuitability of a brain for learning to read
not as a product of some specific factor but, rather, as the product of a complex developmental
pathway, in which genetics and environment act and interact to produce a complex phenotype, then
attention is shifted to understanding these developmental pathways, the ways in which they differ,
and their sensitivity to different manipulations.
This expresses the intuitive notion that a child who cannot see well is not expected be able to read,
because seeing the letters is obviously necessary for reading them. Get this resource as part of a
bundle and save up to 33% A bundle is a package of resources grouped together to teach a particular
topic, or a series of lessons, in one place. So, being unable to read at 4 years of age is normal, and
expected. But now, because of the Davis Program, I’ve learned tools I previously didn’t have. That
dyslexia occurs in children has been less generally recognized. We also will not think that a child who
cannot read has dyslexia if the child has not been sufficiently exposed to print or has not practiced
reading. If some of you go back through my old You Tube videos you can still see me struggling
with so much as looking at the camera lens, and it’s still something I ?nd slightly dif?cult at times.
No matter how many hours I forced myself to read, and attempt to re-read and understand what I
had to learn, my brain just refused to absorb it. Ideal for mixed ability groups, projects, assessment
practice and non-specialist cover sessions. We also deal with depression, anxiety, ADHD, celiac
disease, and type I diabetes in our home. Although the research is nowhere near there yet, it is
conceivable and desirable that, in the future, risk of reading failure will be reliably detected in
preschool, and possibly prevented before reading instruction. There are the read alouds (read by
parents) and the readers (read by the student). Taking this into account, along with his current
reading ability I have chosen to do the reading. This was based on an expectation that intelligence
determines word reading ability, which it does not; and on the assumption that intelligence makes a
difference in how word-level reading difficulties should be remediated, which it does not ( Elliott
and Grigorenko, 2014 ). Moreover, there is agreement that it is much more common in males than in
females, suggesting the prevalence of a sex-linked ge- netic factor; it occurs at least five times more
frequently in males. Our customer service team will review your report and will be in touch. ?2.50
(no rating) 0 reviews BUY NOW Save for later ?2.50 (no rating) 0 reviews BUY NOW Save for
later Last updated 17 August 2018 Share this Share through email Share through twitter Share
through linkedin Share through facebook Share through pinterest Sumstuff 4.77 15 reviews Not the
right resource. It is depend ent upon fundamenta l cognit ive disabilities which are frequently of
constitutional origin’. Phylogenetically, when man acquired verbal facility, he did not. Usually the
child cannot indicate right or left, and can- not associate meaning with directions such as north,
south, east, and west. Similarly, some researchers have demonstrated that reading disabled children
tend not to be as confused as nor mal read ers whe n giv en sim ila r ite ms to rem emb er. Once he
feels overwhelmed he can reach high levels of anxiety and rapidly go into a downward spiral of
wanting to give up. Dyslexia Assessment Report This is an example of what an assessment report
would look like for a student tested for dyslexia. Rather, we can concentrate on the features and
contexts associated with this label and focus our research on the effects of interventions. What better
way to help our children learn to love books than by reading to them. Applying such a definition
would be straightforward and would indicate unambiguously whether an individual falls under the
domain of the definition or not. This proved to help him gain fluency, AND self confidence. Rather
than simply reading fact after fact like in textbooks, with Sonlight you’ll read history in more of a
story format. I found taking turns was extremely helpful for my son. An ind ivi dua l wit h dys lex ia
dem ons tra tes nor mal acad emi c and soci al ach iev eme nt in all oth er resp ects, but has
inordinate di?culty learning to read. I simply read to him and we have discussion at the end of
reading time.
Myklebust and Boshes (1960) have re- ported that at least five percent of school chil- dren have
some type of psychoneurological learning disorder. The re- lationship between the auditory and the
read w ord is being manif est ed al so throug h the study of children w ho have dysl exi a. This
learning disability tends to be common in children. Your time is limited so dont waste it living
someone elses life. I don’t just save his readers assignment for the next day because then he would
have two days worth to read and would feel overwhelmed. We would not normally do that, instead
of trying harder to understand, but there are situations when practical needs of classification prevail,
as in dyslexia: we need to be able to decide whether we should treat any particular individual child
one way or another. Since I’m sure someone is going to question why I had such a strange reaction
to blood yet love special effects makeup I might was well explain it: I love special effects because I
know it’s not real. As the chil d does not speak until he comprehends the spoken word, he does not
write until he comprehends the written word; he does not write until he first learns to read. Because
of how far along he is in this program, the stories have become pretty lengthy. In other approaches
this element involves not only the existence of teaching but also the teaching method applied. This
indicates a faulty gene that is carried forward from affected families to their generations. This is not
because dyslexia is thought to be an assortment of disconnected clumsiness, but because reading
skills are documented by research to build on prerequisite skills and, in turn, to form the basis for
additional skills to build on them later. Very slow reading Struggling to utter the word Not able to
reiterate when asked what the child just read Missing out word or letters while reading. This was
based on an expectation that intelligence determines word reading ability, which it does not; and on
the assumption that intelligence makes a difference in how word-level reading difficulties should be
remediated, which it does not ( Elliott and Grigorenko, 2014 ). Most of all, I’m excited that he
decided on his own to read it, without being asked to. Our customer service team will review your
report and will be in touch. ?2.50 (no rating) 0 reviews BUY NOW Save for later ?2.50 (no rating) 0
reviews BUY NOW Save for later Last updated 17 August 2018 Share this Share through email
Share through twitter Share through linkedin Share through facebook Share through pinterest
Sumstuff 4.77 15 reviews Not the right resource. He frequently wrote letters like s, j, p, d, b, and a
backward, as well as numbers 2 and 5. Taking this into account, along with his current reading
ability I have chosen to do the reading. The labels under which this di?cult y has manife sted itself
are many and varied, and include speci?c learning di?culty, speci?c reading disability, strephosym-
bolia and dyslex ia. Whi le man y dys lex ic rea ders dis pla y cha rac teri sti cs of pho nol ogi cal
dys lex ia, the majority of dyslexic readers display various qualities of bot h surf ace and pho nol ogi
cal dys lex ia and are con sid ere d to be of mixed type. This is simply to avoid the added pressure of
reading the Bible passages to me on top of his other reading he’ll be doing. What better way to help
our children learn to love books than by reading to them. So, being unable to read at 4 years of age is
normal, and expected. We also will not think that a child who cannot read has dyslexia if the child
has not been sufficiently exposed to print or has not practiced reading. This presupposes a major
shift in underlying assumptions in that reading failure shall not be conceived of as the result of some
critical early failure but, rather, as the cumulative outcome of multiple, potentially interacting, risk
and protective factors, which may affect the developmental and instructional “initial conditions” as
well as growth rates and environmental interactions along multiply determined individual paths. This
may mean that the child must at least attend school regularly, or have alternative instructional
interactions to fulfill this role. Bundle Understanding Dyslexia for Functional Skills English A
reading, writing, speaking and listening assignment with a dyslexia theme, complete with suggested
answers and mark schemes for reading and writing. Since finishing it a week ago, I’ve been working
with my son to try audiobooks, and I subscribed him to a highly-visual online learning platform
called Time4Learning (which he loves so far). Thi s dis tin cti on be tw ee n su rfa ce an d ph on ol og
ic al dy sl ex ia is no t new, an d has bee n recogn ized by a numbe r of research ers. I’ve talked with
school counselors, special education teachers, and other teachers about these issues plenty, but none
of that was official training.
It is sourced by inherited traits which influence the way our brain functions. In all that time, you
would think I would have had plenty of professional development classes on best practices for
teaching children with dyslexia, dyspraxia, dyscalculia, dysgraphia, autism spectrum disorder, ADD
and ADHD, emotional disorders, depression, anxiety, and scores of other learning and emotional
differences that occur regularly in the students we teach. By acknowledging this wider concept of
word-level reading, and consequently by allowing low fluency to factor in the concept of dyslexia,
your assessment and intervention efforts will naturally include fluency as an assessment domain and
remedial target, leading to better functional outcomes. So, our definitions of dyslexia are not meant
to express understanding but, rather, to serve pressing practical needs. Heres a look at some of the
supports teachers can use to help students who struggle with reading spelling and writing. In the past
workers such as Orton (1937) stressed the hereditary factor in dyslexia and more recently Hallgren
(1950) has shown the pronounced effect of endogeny. Deconstructing common myths Ways
dyslexia can be detected Best practices addressing dyslexia in the classroom. How ever, thi s art icl e
is con cern ed almost exclusively with developmental dyslexia, that is, chi ld re n an d ad ul ts wh o
fo r so me rea so n ha ve nev er developed reading skills. Because of some type of brain disease an
otherwise normal adult lost his ability to read. Dyslexic readers tend to be unc onc ern ed abo ut pat
tern s tha t prod uce dis com fort in su. Dyslexic children are not lazy, and they are most definitely
not stupid. Rather than using textbooks, lessons are taught through books that are written in an
engaging way. It occurs on at least three primary bases; as a result of disease, from accidents, and on
the basis of heredity. Fortunately, with the progress of cross-linguistic research, and with data now
available on many languages and orthographies, it has become clear that development of fluency is
also very important, and must be studied on its own in addition to accuracy ( Wolf and Katzir-
Cohen, 2001; Kuhn et al., 2010 ). What is less obvious and less well known is that this hierarchy also
reveals a fundamental inter-rela- tionship between man's verbal symbol systems, between the spoken
and the read word. I am on the Autism spectrum, considered to have Asperger and Tourette’s
syndrome. Instead, recent evidence from genetic and behavioral analyses, and a reconceptualization
of developmental courses, suggest that the roots of dyslexia are traced to many interacting factors at
different levels of description, and that different routes can lead to similar outcomes, so that even a
common difficulty is not necessarily attributable to a common history ( Pennington, 2006; Snowling,
2011; van Bergen et al., 2014; see Parrila and Protopapas, 2017, for discussion). It has certainly been
demonstrated that dyslexic readers are less sensitive than normal readers to quick changes in sound
signals. Learning how to gauge your child’s limits can be key here. This reflects the belief that one is
born dyslexic, often taken to imply that one’s genes alone determine whether one will learn to read
easily or not. If the differences cannot be fully documented it is because our methods are still
inadequate. Yonr tiwe is limiteb so bout waste it liviug soweone elses life. Lets be real here, when
you’re looking for a curriculum that will go well with your dyslexic son a literature heavy option
isn’t the first thing that comes to mind. By focusing on the only common element across children
with dyslexia, that is, the difficulty in learning to read, research can concentrate on identifying the
necessary set of underlying skills and development routes, rather than trying to account for assorted,
anecdotal, or simply unreliable elements. Dont cry because its over smile because it happened. What
better way to help our children learn to love books than by reading to them. In an example of the
Dyslexia writing samples peing ignorant is not so wuch a shawe as deing nuwilling to learn you can
see different combinations of letter switching. Over the past decades, it seems increasingly accepted
that there is no distinct group and that dyslexia concerns the low end of the distribution of reading
skill ( Ahmed et al., 2012; Snowling, 2013; see Protopapas and Parrila, 2018, for more references).
That is, the notion of dyslexia concerns the “mechanics” of reading, and not the comprehension of
the written text, which is largely independent from word-level skills past the beginner stage ( Bishop
and Snowling, 2004; Nation, 2005 ). I mean dyslexia means they are struggling with reading, and
literature means lots of reading.