The Paradox of Dyslexia, Article Review Example

The Paradox of Dyslexia: Why are slow learners Intelligent discussed in Functional abnormalities in the dyslexic brain: a quantitative meta-analysis of neuroimaging studies. Summary of Article

Purpose

The purpose of this study is to unravel the paradox of why Dyslexic student are slow readers yet brilliant.

Description of participants/sample

In one study, where authors evaluate and compares special educational services for children with dyslexia. They do this in three different educational settings. All participants were dyslexic children between the ages of 8-13 who had already been utilizing special services for dyslexic patients for two years. The sample consisted of 15 foci studies related to the topic which contained information conferring dyslexic behavior in children and adults. The comprehensive description of a distinct sample method was mentioned, but implications are that it could have been convenience sampling (Richlan, 2009).

Convenience sampling is employing a non-probability technique. It is used to assess trends in behavior as is being explored in this study. This type of selection facilitates obtaining accurate statistical data. As the name implies convenience is its characteristic feature (Yates et.at,2008)

Research design

This research design can be first considered a mixed method. In their study, Quantitative-trait locus for specific language and reading deficits on chromosome 6p, the authors note that their the present study, RD subjects’ performance in measures of word recognition, orthographic coding, and phonological decoding, as phoneme awareness, “were individually subjected to QTL analysis, with a new sample of 126 sib pairs, by means of a multipoint mapping method and eight informative DNA markers on chromosome 6. (Gayan et al, 1999)” The results showed that there was significant evidence of a QTL effect on OC composite score which the authors concluded it was due to the heavily influential effect the QTL analysis had on orthographic choice variable (Gayan et al, 1999).  The main benefit this has for educating individuals with Dyslexia is that it proves QTL analysis provides impetus for change. More studies are necessary to establish a clear understanding of exact benefits or negative results.

Method of data collection

Data was collected in the form of interviews. 100 children were interviewed, and more in-depth information was taken through questioning their parents. Further data about the child’s experience were collected by parental questionnaire. Results suggested that while children overall were happy and evaluated special educational services positively across all three settings, children in special schools and reading units seemed to be happier and to have more positive experiences than children attending mainstream resource provision. The discussion considers the implications of these findings in the context of the inclusion debate in special education. It also considers the limitations of this small-scale study and the need for further research.

Statistical analysis

Dyslexia is a popular topic in the medical world and outside the medical arena. Formerly recognized as developmental reading disability (RD), it is a specific language based disorder and learning disability that is characterized by difficulties in single word decoding. Dyslexia has been popularized in many ways that aren’t always genuine to its true characteristics. Often many people mistake it for being bipolar, or a form of psychosis, or characters in film are depicted as being dyslexic to explain why they have genius mathematical ability but no real language comprehension. In reality, dyslexia is a psychological disorder with very real symptoms that put limitations on those suffering from the disease.  The main purpose of my study is to evaluate how children with dyslexia succeed academically in the classroom. A related purpose is to evaluate different learning methods which promote academic and emotionally stimulating settings. Finally, I want to compare and contrast special educational services for children with dyslexia, to succeed academically, to promote self-esteem and encourage perseverance throughout their educational experience.

Results

Results in this article review were presented in the form of a conclusive statement relating that many compensated dyslexics have a peculiar advantage in that their reasoning and conceptualization abilities are way above non-dyslexics people. Also, in interpreting the phonological deficit, analysts seem to allow it to supersede demonstrated excellent comprehension skills. However, the projection is that schools and universities are becoming aware of the true nature of dyslexia. They are considering support for further investigation into the issue (Richlan et.al, 2009) In another study also assessing the value of QTL methods of evaluation on dyslexia patients, it was found that “Our findings indicate that the QTL affects both phonological and orthographic skills and is not specific to phoneme awareness, as has been previously suggested (Fisher, Marlow, Lamb, Maestrini, Williams, Richardson, Weeks, Stein & Monaco, 1999).” These results proved to be very similar to the first study except phoneme awareness proved to not be effected.  A third study on the subject found that, “Developmental dyslexia is defined as a specific and significant impairment in reading ability that cannot be explained by deficits in intelligence.” They also found that it can’t explained by lack of learning opportunity, motivation or sensory acuity (Fisher, Francks, Marlow, MacPhie, Newbury, Cardon, Ishikawa-Brush, Richardson, Talcott, Gayán, Olson, Pennington, Smith, DeFries, Stein & Monaco, 2002). They argued that due to the fact that it is  It is one of the most frequently diagnosed disorders in childhood, “All attempts to map quantitative-trait loci (QTLs) influencing dyslexia susceptibility have targeted specific chromosomal regions, so that inferences regarding genetic etiology have been made on the basis of very limited information (Fisher, Francks, Marlow, MacPhie, Newbury, Cardon, Ishikawa-Brush, Richardson, Talcott, Gayán, Olson, Pennington, Smith, DeFries, Stein & Monaco, 2002).”

Analysis of Findings

Opportunities for further research not already stated in the article

There are many opportunities for research presented in this article still. While researchers have discovered that dyslexic people do not really have mental defects, medical research should investigate whether this phenomenon signals the evolution of a new human species. Also there is a need to understand why every difference in a human behavior is either classified dysfunctional or a disorder. Researchers ought to find out the new order of human development.

Threats to validity or rival hypotheses not already discussed

This study contained very few threats to validity because the researchers employed distinct statistical data to support the evidence they wish to present. When secondary data is used there could however be some degree of discrepancies in the evaluation since interpretation issues may lead to subjectivity (Brewer, 2000).

Other original insight or criticism

The study brings to light significant data from previous research showing how the brain functions in dyslexia and it should not be considered a dysfunction because people with the condition are still brilliant. There was no abstract instructing the reader regarding what would appear in the content below. Reading disability (RD), or dyslexia, is a complex cognitive disorder manifested by difficulties in learning to read, in what would otherwise be considered normal individuals. A related purpose is to determine what types of educational setting are most beneficial in the areas of increasing reading ability. The main purpose of my study is to examine how severe anxiety in children effects their attendance and performance in the classroom. A related purpose is to determine if in-school supports such as day treatment or special accommodations will help improve attendance and school performance for those children with severe dyslexia. A related purpose is to determine if in-school supports such as day treatment or special accommodations will help improve attendance and school performance for those suffering from the sickness. The sickness has a long history of treatment and diagnosis, which has made for excellent study material, and peer review among medical scholars. The following are peer reviewed articles that assess contemporary knowledge on dyslexia.

It was presented as scholarly material. No specific research methodology could be clearly identified. All techniques were clearly based on a discussion of another experiment.

Implications of the findings

In this document findings based were based on the premise of a research.  Considerable conclusions were devised from previous the studies of others. In sum, all studies point to the fact that QTL analysis methods produce significant influence on the effects of Dyslexia and while this is applicable in an education setting, it is very difficult due to the large pool of candidates and the symptoms of dyslexia that are so similar with other conditions. Ultimately QTL analysis methods can only influence minor dyslexic symptoms with certain cognitive abilities like phomene awareness still left inhibited.

References

Brewer, M. (2000). Research Design and Issues of Validity. In Reis, H. and Judd, C. (eds.)

Handbook of Research Methods in Social and Personality Psychology.Cambridge:Cambridge University Press.

Fisher, S., Marlow, A., Lamb, J., Maestrini, E., Williams, D.F., Richardson, A.J., Weeks, D.E.,

Fisher E.S., Francks C.,Marlow A.J., MacPhie I.L., Newbury D,F., Cardon, L.R., Ishikawa-Brush, Y., Richardson A.J., Talcott, J.B., Gayán, J., Olson, R.K.,  Pennington, B.F., Smith S.D.,

DeFries, J.C., & Monaco, A.P. (2002).Independent genome-wide scans identify a chromosome 18 quantitative-trait locus influencing dyslexia.US National Library of Medicine National Institutes of Health, 30(1), 86-91.

Gayán, J., Smith, S.D., Cherny, S.S., Cardon, L.R., Fulker, D.W., Brower, A.M., Olson, R.K., Pennington, B.F., & DeFries, J.C.(1999)Quantitative-trait locus for specific language and reading deficits on chromosome 6p.US National Library of Medicine National Institutes of Health, 64(1), 157-164.

Greene, J. C. (2007).  Mixed methods in social inquiry. San Francisco: John Wiley & Sons.

Richlan F, Kronbichler M, Wimmer H(2009). Functional abnormalities in the dyslexic brain: a quantitative meta-analysis of neuroimaging studies. Hum Brain Mapp.30(10):3299-308.

Schumacher J, König IR, Plume E, Propping P, Warnke A, Manthey M, Duell M, Kleensang A, Repsilber D,Preis M, Remschmidt H, Ziegler A, Nöthen MM, & Schulte-Körne G.(2006). Linkage analyses of chromosomal region 18p11-q12 in dyslexia.US National Library of Medicine National Institutes of Health, 113(3), 417-23.

Stein, J.F., & Monaco, A.P. (1999). A quantitative-trait locus on chromosome 6p influences different aspects of developmental dyslexia. US National Library of Medicine National Institutes of Health, 64(1), 146-56.

Yates, N.David S. Moore, Daren S. Starnes (2008). The Practice of Statistics, 3rd Ed.. Freeman