Dyslexia and Its Affect on a Child’s Proficiency in Math & Reading in Elementary Schools

1. Dyslexia and Its Affect on a Child’s Proficiency in Math & Readingin Elementary Schools Isabel Cabrera EDCI 6300.61 Project 4 Dr. A. Herrera May 6, 2012

2. Problem Statement • The problemis that students with dyslexia in the elementary grades have difficulty attaining the proficiency levels in math and reading as measured by the mandated Texas state (STAAR) examinations.

3. Purpose • The purpose is to find out if dyslexia affects a child’s proficiency in math & reading in an elementary setting due to having learning difficulties.

4. Need • The need to research dyslexia is to bring awareness to teachers and help these students become successful learners.

5. Definition • Wadlington (2000) defines dyslexia as a neurologically based learning disability that hampers language acquisition and processing.

6. Types of Research • The studies in the research literature synthesis consisted of both experimental and non-experimental including: causal-comparative, case studies, correlational, quantitative, qualitative, interviews, program evaluations, and snowball sampling.

7. Review of the Literature • Most of the literature found were on the brain scans of dyslexic children. • The left hemisphere region continues to play a crucial role as the brain mechanism that supports the basic reading skills such as decoding and recognizing words (Simoset al., 2011).

8. Review of the Literature • Although, research studies have pinpointed that the planumtemporale, a region of the brain that is responsible for language processes such reading, writing, and spelling, which all three are interdependent (Karnes, 1996, p.149).

9. Review of the Literature • Many struggling or poor readers are vulnerable to becoming academically, socially, and emotionally detached from school because they are evaluated ruthlessly using quantitative measures such as Texas (STAAR) state tests leaving them with emotional scars, feelings of inferiority, and low self confidence (Zambo, 2004, p. 80).

10. Results • Most of the research literature did find a correlation between brain functioning and dyslexic readers. Consequently, these poor readers struggle in their school work.

11. Gaps in the Literature • Limitations: • 1. Brain research is new. • 2. The brain is very complex organ. • 3. There is not one specific reading program that can help all dyslexic students. • 4. There were limited studies on dyslexia affecting a child’s proficiency in math and reading. Most of them found were on brain studies. • 5. Complications that may accompany dyslexia are factors such as ADD/ADHD.

12. Conclusion • Based on the research literature, dyslexic students need to be identified so they can receive the services they need in order to be successful in school and pass the mandated Texas (STAAR) examinations. • In addition, teachers need to become aware of dyslexia so they can use strategies to help these students and build up their self-confidence.

13. Sources • Google images. • Karnes, L. R. (1996). From Strephosymbolia to Dyslexia in the United States. Dyslexia (10769242), 2(3), 147-149. • Microsoft PowerPoint. • Simos, P. G., Fletcher, J. M., Denton, C., Sarkari, S., Billingsley-Marshall, R., & Papanicolaou, A. C. (2006). Magnetic Source Imaging Studies of Dyslexia Interventions. Developmental Neuropsychology, 30(1), 591-611. doi: 10.1207/s15326942dn3001_4. • Wadlington, Elizabeth. (2000). Effective Language Arts Instruction for Students With Dyslexia. Preventing School Failure, 44(2). • Zambo, D. (2004). Using Qualitative Methods to Understand the Educational Experiences of Students with Dyslexia. Qualitative Report, 9(1), 80-94.