Dyslexia

• structure

  4 marks AO1 - stats and non-psych related

  4 marks AO2 - application (like model and treatment)
• Stats

  1 in 10 in UK are dyslexic

  20% dyslexic people go to higher education

  Pass rate w = 39% & w/o = 53%

  20% prison pop. are dyslexic

  less education -> unemployment -> resort to criminal activity

  1 in 6 adults w dyslexia have reading skills of 11 year old
• Dyslexia def (mine)

  reading disorder that impairs learning to recognise and decode printed words. Characterised by having difficulty in phonology which is critical for learning to read. Equality Act 2010 - recognised as disability
• Difficulties

  poor working mem skills -> inability to stay on task

  risk factor for educational failure

  working mem is a kind of mental workspace which plays crucial role in learning and focussing for children

  also use for reading, mental arithmetic etc
• Working mem

  for typical children its capacity increases up to age of 14/15 but for some it follows atypical development trajectory and has smaller capacity than typical for age
• why does poor working mem impair

  process of reading sentences, holding in mind and integrating info to uncover meaning relies heavily on ability to simultaneously process and store info over short term

  SO poor academic process, difficulties in following multi step instructions etc
• Interventions for classroom

  breaking tasks and instructions down to smaller steps, re-presenting info, using memory aids

  OR try improve working mem by practicing working mem tasks e.g cogmed (computer programme - intensive training)
• application to model

  problem in breaking words up into sounds suggests problem is in phonological loop (deals w sounds)

  review by Holmes 2012 show problems in holding info in short term mem and how important working mem is - so limitations can have important effects
• AO1 point


  helpful strategies for them to learn -> advantageous to society ->

  educated and trained population is what is aimed for
• Strats to help (2)

  tasks broken down into small steps so less reliance on short term mem

  instructions short and written

  environment that encourages children to ask if forgotten (not reprimand)