1. INDIVIDUAL ASSIGNMENT Dyslexia as a Syndrome By: Saidna Zulfikar bin Tahir 10B01003 State university of makassar 2010

2. CONTENTS What is dyslexia? What causes dyslexia? What type of treatment is available for dyslexia? How Dyslexics Cope at School? How to Help Children With Dyslexia?

3. What is dyslexia? A disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and socio-cultural opportunity. Dyslexia is a widespread condition, with an estimated frequency of one dyslexic child in each mainstream school classroom. Dyslexia is a negative disorder that affects many life skills (reading, writing, arithmetic) as well as balance and co-ordination. Federation of Neurology (1968) Miles (1994)

4. \ What causes dyslexia? Primary dyslexia Secondary dyslexia Felt to be caused by hormonal development during the early stages of fetal development. This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. Trauma dyslexia

5. What type of treatment is available for dyslexia? Before any treatment is started, an evaluation must be done to determine the child's specific area of disability. A direct approach may include a systematic study of phonics An appropriate treatment plan will focus on strengthening the child's weaknesses while utilizing the strengths. Specific reading approaches that require a child to hear, see, say, and do something (multisensory). Perhaps the most important aspect of any treatment plan is attitude. The child will be influenced by the attitudes of the adults around him. Evaluation Appropriate Treatment Direct Approach Specific reading approaches

6. How Dyslexics Cope at School? coping Coopersmith (1967) found that successful dyslexic teenagers were active, expressive individuals Trying hard or asking for help and not receiving any, can cause children enormous frustration (Edwards, 1994). Scott (2004), Avoidance strategies deflect attention from low academic ability and under performance and teachers see these avoidance strategies very differently, with perceptions such as laziness and lack of parental support Task Emotional Avoidance

7. How to Help Children With Reversals? symptom Spatial confusion - unable to differentiate left- right, on self, other, or paper. Confuses letter pairs as b-d, m-w, p-q. Confuses words such as was-saw, on-no. Remediation 1.Simplify tasks so only one new discrimination is made at a time. 2.Make each simple discrimination automatic before the next one is introduced. Overteach 'b", then overteach 'd", before presenting both together. 3.Each discrimination that causes repeated errors should be worked with by itself until the problem is overcome. 4.Trace, then write, the confused letter or word and pronounce it as written. 5.Use short frequent practice periods. Lengthen the time between practice sessions as the material is retained. 6.If the child is confused about his own left/right, use a ring, watch, ribbon or band on his writing arm. Color cue side of desk or paper or word as a starting place. 7.Gradually increase the difficulty of material to discriminate. If errors are made, go back to simpler practice. 8.Suggestions for Improving Laterality: -Trace hands on paper. Label "right," "left.“ -Play "Simon Says" - "Touch right foot; raise left hand," etc. -Child follows the directions in drawing lines up, down, right to left, etc. and in touching parts of body.

8. Saidna zulfikar bin tahir State university of makassar 2010 GOD BLESS YOU !! THANK YOU !!!