Author: Mehtap Serin
Abstract: This article reviews dyslexic primary school children who have got reading and writing disabilities from early years of school. Therefore, this project concerns related researches which were done about early diagnosis and their possible treatments and precautions might be taken in the acquisition of word-identification (decoding) skills in children who are at risk of dyslexia. In light of those data, a class of primary children was monitored from 1st grade to 3rd grade. Some of them were identified as at risk for reading disabilities based on teacher’s observation and assessment of the test results. Those children were taught literacy systematically according to the correct letter sounds. Children’s phonological processing skills were considered while teaching and observing the grapheme, phoneme joining stage (very early stage of the literacy gaining). As this deficiency is a process and may continue into the adulthood; teachers, educational facilities and parents should be conscious of it and take vital measures. 3rd grade poor readers’ literacy progress was observed by assigning to read irregular word list, some paragraphs in their levels and phonics progression words which were prepared by the teacher. All procedures were recorded and revised again to make sure whether results were correct.
Keywords: Dyslexia, Pseudo-Words, Phoneme, Grapheme, Articulation, Decoding, Literacy, Phonics, Non-Word
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2018, Vol.4, No.5