Dyslexia and Linguistics Acquisition
This research paper basically focuses on the effects of dyslexia on language acquisition and development and considered strategies that can be used to promote inclusive learning in acquiring a language. The consideration of the nature of dyslexia's patient of the learning difficulty is crucial to the consideration of its effects as postulated in this research paper. There are numerous definitions of dyslexia, majority of which are deficit definitions. It is most commonly described as a difficulty with processing written language. More recent research has shown that it is a complex neurological condition, which is constitutional in origin and may affect oral language skills and numeracy, in addition to those in the above definition. Consequently, the traditional view of dyslexia as just a problem has been challenged and it is being defined in terms of differences in cognition and learning rather than deficits. The method of surveys and interviews were used in order of gathering information on the dyslexics.
The questionnaire was mailed to the respondent to give more natural setting to them as they might get anxious or nervous being with the researchers. Avoiding any tension atmosphere, the questionnaire will be answered naturally without any ambiguous feeling by the respondent when they are alone. Finally, any approaches in this research paper are only small doses. Further reading and researches are needed concerning deeper understanding of dyslexia.
Dyslexia is a very broad term defining a learning disability that impairs a person's fluency or comprehension accuracy in being able to read, and which can manifest itself as a difficulty with phonological awareness, phonological decoding, orthographic coding, auditory short-term memory, or rapid naming. Dyslexia is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing,