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Dyslexia, previously known as word blindness, is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary, and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Dyscalculia is a disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics. It is sometimes colloquially referred to as "math dyslexia", though this analogy is misleading as they are distinct syndromes.
Phonological awareness is an individual's awareness of the phonological structure, or sound structure, of words. Phonological awareness is an important and reliable predictor of later reading ability and has, therefore, been the focus of much research.
Keith E. Stanovich is a Canadian psychologist. He is an Emeritus Professor of Applied Psychology and Human Development at the University of Toronto and former Canada Research Chair of Applied Cognitive Science. His research areas are the psychology of reasoning and the psychology of reading. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works, and what it does for the mind. His research on the cognitive basis of rationality has been featured in the journal Behavioral and Brain Sciences and in recent books by Yale University Press and University of Chicago Press. His book What Intelligence Tests Miss won the 2010 Grawemeyer Award in Education. He received the 2012 E. L. Thorndike Career Achievement Award from the American Psychological Association.
A reading disability is a condition in which a person displays difficulty reading. Examples of reading disabilities include: developmental dyslexia, And alexia,
Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties".
The Center for Research, Evaluation and Awareness of Dyslexia is a university-based program at Pittsburg State University in Pittsburg, Kansas, United States. It was established in 1996 to develop strategies for the prevention and remediation of reading disabilities, search for strategies that will lead to the improvement of remedial processes, provide educators and parents with current and appropriate knowledge regarding reading/learning disabilities, provide interdisciplinary evaluations of readers of all ages, promote the concerns relevant to reading disabilities and educate the general public regarding issues pertaining to reading/learning disabilities.
The history of dyslexia research spans from the late 1800s to the present.
Dyslexia is a reading disorder wherein an individual experiences trouble with reading. Individuals with dyslexia have normal levels of intelligence but can exhibit difficulties with spelling, reading fluency, pronunciation, "sounding out" words, writing out words, and reading comprehension. The neurological nature and underlying causes of dyslexia are an active area of research. However, some experts believe that the distinction of dyslexia as a separate reading disorder and therefore recognized disability is a topic of some controversy.
Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of reading, numerical cognition, attention and their attendant difficulties including dyslexia, dyscalculia and ADHD as they relate to education. Researchers in this area may link basic findings in cognitive neuroscience with educational technology to help in curriculum implementation for mathematics education and reading education. The aim of educational neuroscience is to generate basic and applied research that will provide a new transdisciplinary account of learning and teaching, which is capable of informing education. A major goal of educational neuroscience is to bridge the gap between the two fields through a direct dialogue between researchers and educators, avoiding the "middlemen of the brain-based learning industry". These middlemen have a vested commercial interest in the selling of "neuromyths" and their supposed remedies.
Walter Fenno Dearborn was a pioneering American educator and experimental psychologist who helped to establish the field of reading education. Dearborn, who approached the study of psychology from the perspective of an empirical scientist, is perhaps best known for using empirical research to design and refine teaching methods. Dearborn's research persuaded him that children develop at different rates and that schools should not ignore individual differences by teaching children in large groups or classes.
Maryanne Wolf is a scholar, teacher, and advocate for children and literacy around the world. She is the UCLA Professor-in-Residence of Education, Director of the UCLA Center for Dyslexia, Diverse Learners, and Social Justice, and the Chapman University Presidential Fellow (2018-2022). She is also the former John DiBiaggio Professor of Citizenship and Public Service, Director of the Center for Reading and Language Research, and Professor in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is a permanent academician in the Pontifical Academy of Science. She was recently made an Honorary Advisory Fellow on the United Sigma Intelligence Association.
Usha Claire Goswami is a researcher and professor of Cognitive Developmental Neuroscience at the University of Cambridge, a Fellow of St. John's College, Cambridge, and the director of the Centre for Neuroscience in Education, Downing Site. She obtained her Ph.D. in developmental psychology from the University of Oxford before becoming a professor of cognitive developmental psychology at the University College London. Goswami's work is primarily in educational neuroscience with major focuses on reading development and developmental dyslexia.
Robert E. Valett was an American psychology professor who wrote more than 20 books primarily focused on educational psychology. He earned the distinguished psychologist award from the San Joaquin Psychological Association and was a president of the California Association of School Psychologists.
Paul Satz was an American psychologist, and one of the founders of the discipline neuropsychology. His research on the relationship between the brain and human behavior spanned diverse topics including laterality, handedness, and developmental disorders. He published over 300 publications, received numerous grants and awards, and established the first neuropsychology lab. Towards the latter part of his career, Satz's research interests focused more on the cognitive deficits associated with head injury, dementia, and ageing.
Test of Word Reading Efficiency Second Edition or commonly known as TOWRE - 2 is a kind of reading test developed to test the efficiency of reading ability of children from age 6–24 years. It generally seeks to measure an individual's accuracy and fluency regarding two efficiencies; Sight Word Efficiency (SWE) and Phonemic Decoding Efficiency (PDE). SWE measures ability of pronouncing words that are printed and PDE assesses the quantity of pronouncing phonemically regular non-words. TOWRE - 2 is a very simple test which can be administered by teachers and aides, and it only takes five minutes to complete the procedure. It is commonly used in reading research, classroom assessment and clinical practice. This test is both straightforward and easy to use because it does not require a lot of materials and can be administered by teachers and aides.
Timothy Shanahan is an educator, researcher, and education policy-maker focused on literacy education. He is Distinguished Professor Emeritus in Education, at the University of Illinois at Chicago, College of Education, Department of Curriculum & Instruction, and he has held a visiting research appointment at Queens University, Belfast, Northern Ireland. He was elected president of the International Literacy Association in 2004. He operates the popular informational website, Shanahan on Literacy. He was recently recognized as one of the top 2% of scientists in the world, according to a recent study published by Stanford University scholars.
Margaret Byrd Rawson was an American educator, researcher and writer. She was an early leader in the field of dyslexia, conducting one of the longest-running studies of language disorders ever undertaken and publishing nine books on dyslexia.
Reid Lyon is a neuroscientist (neuropsychology), specialist in learning disorders, and researcher on the science of reading.
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