Please enable JavaScript.

Coggle requires JavaScript to display documents.

Reading & Development - Coggle Diagram

- - - - Dyslexia
        
        What is dyslexia?
        
        Causes
        
        Dyslexia is associated with unusual brain development, particularly in the left hemisphere of the brain that deals with language. Structural abnormalities, cerebral asymmetry, and cortical misplacements in the brain have been observed, usually occurring during mid-pregnancy.
        
        Nature and characteristics
        
        Dyslexia is a neurological condition that makes it hard for people to read, write, spell, and sometimes manage math despite having normal intelligence and proper instruction. It often involves mixing up letters, reversing words, forgetting words, or struggling with organization and time.
        
        Interventions for dyslexia
        
        Early and accurate diagnosis
        
        Need for structured, step-by-step teaching approaches
        
        Technology and experimental programs
        
        Even if such technologies offer a huge hope, it was said that dyslexia is often a lifelong condition, because, despite the fact that reading skills can improve with just the proper support, difficulties may continue into adulthood, especially in severe cases or when neurological impairments exist.
      - Auditory Adequacy
        
        Behavioral signs of hearing deficiencies
        
        Children with hearing deficiencies might be inattentive, turn their head toward the speaker, cup their ears, or constantly ask for repetition. They may set the volume of devices very high and sometimes complain of buzzing or ringing in the ears.
        
        Educational implications
        
        Teachers may not improve a child's auditory acuity, but they can strengthen auditory discrimination by training them to distinguish gross sounds (like a bell vs a phone), and differences in simple speech patterns such as vowel sounds.
        
        Hearing loss
        
        There are two main types of severity: conductive loss that happens in the middle ear and can be improved when sounds are made louder; and nerve loss, caused by problems in the auditory nerves and affects the child's ability to distinguish certain speech sounds
        
        Auditory adequacy is one of the key factors that affect reading and it has 3 aspects: auditory acuity, auditory comprehension, and auditory discrimination.
      - Visual Adequacy
        
        Visual adequacy in visual acuity, defects, and discrimination
        
        The following were also mentioned as visual defects that the teacher should look out for:
        
        myopia (nearsightedness)
        
        hyperopia (farsightedness)
        
        astigmatism (uneven curvature of the cornea)
        
        binocular difficulties (double images)
        
        strabismus (lack of muscle coordination)
        
        aniseikonia (inability to fuse the size or shape of two different ocular images).
        
        Educational implications
        
        The teacher should focus on removing any undesirable conditions that may affect a child’s vision.
        
        Dechant (1964) states that there are actions that readers would need to do in order to read efficiently. To name a few: coordinating the eyes, moving eyes along a line of print, make proper return sweeps, change focus, and accurately perceive size and distance relationships.
      - The Brain and Reading
        
        Relation of neurological impairment to reading disability
        
        Some researchers believe that some type of neurological dysfunction is caused by brain damage, while some believe that unless very severe, brain lesions do not affect reading.
        
        Relation of central processing dysfunction to reading
        
        Central processing dysfunction pertains to when the brain may not be able to organize incoming information
        
        Laterality and reading
        
        Laterality or sidedness is when one hemisphere of the brain is more important in behavior or functions more efficiently than the other, thus manifesting with hands, eyes, and feet preferences
        
        It has been hypothesized that children with crossed dominance or lack dominance tend to have several difficulties in reading and writing.
- - - - different types of learners
      - auditory learner
      - visual learner
      - tactual learner
      - kinesthetic learner
  - - - Linguistic Intelligence
      - Logical-Mathatical Intelligence
      - Spatial Intelligence
      - Bodily-Kinesthetic Intelligence
      - Musical Intelligence
      - Interpersonal Intelligence
      - Intrapersonal Intelligence
  - - - Environmental Elements
      - Emotional Elements
      - Sociological Elements
      - Physical Elements
      - Global/Analytic
      - Hemispheric Preference
      - Impulsiveness/Reflexivity
- - - - Purpose, Attitude, Results, Success
    - - Competence, Curiosity, Autonomy, Internalized values
    - - Use of books based on Erikson's stages
    - - Positive Reinforcement, Negative Reinforcement, Punishment