GTN 301 Community Nutrition & Dietetics Services Practicum Nurul Hidayah Binti Mohd Junaidi Nutrition 3

 Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.  According to World Federation of Neurologists, 1968 defined dyslexia as “a disorder in children who, despite conventional classroom experience,fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities”.  According to the U.S. National Institutes of Health, dyslexia is a learning disability that can hinder a person's ability to read, write, spell and sometimes speak.

People with dyslexia have difficulties with:  phonological awareness - ability to identify how words are made up of smaller units of sound known as phonemes. Changes in the sounds that make up words can lead to changes in their meaning.  verbal memory - ability to remember a sequence of verbal information for a short period of time.  verbal processing speed - the time it takes to process and recognise familiar verbal information such as letters and digits. Example in phonological awareness: A child with a low level of phonological awareness would not understand that if you change the letter "p" in the word "pat" to "s", the word would become "sat". Example in phonological awareness: A child with a low level of phonological awareness would not understand that if you change the letter "p" in the word "pat" to "s", the word would become "sat". Example in verbal memory: Ability to remember a short list such as "red, blue, green" or a set of simple instructions such as "Put on your gloves and your hat, find the lead for the dog and then go to the park" will be difficult. Example in verbal memory: Ability to remember a short list such as "red, blue, green" or a set of simple instructions such as "Put on your gloves and your hat, find the lead for the dog and then go to the park" will be difficult. Example in verbal processing speed: Having difficulty in writing down unfamiliar words when they are spelled out or writing down telephone numbers. Example in verbal processing speed: Having difficulty in writing down unfamiliar words when they are spelled out or writing down telephone numbers.

Trauma dyslexia -occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. Primary dyslexia -a dysfunction of the left side of the brain (cerebral cortex) and does not change with age. It is passed in family lines through their genes (hereditary). Secondary dyslexia or developmental dyslexia -cause by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. Visual dyslexia -characterized by number and letter reversals and the inability to write symbols in the correct sequence. Auditory dyslexia -the difficulty with sounds of letters or groups of letters.

Young Children Trouble With: Recognizing letters, matching letters to sounds and blending sounds into speech Pronouncing words, for example saying “mawn lower” instead of “lawn mower” Learning and correctly using new vocabulary words Learning the alphabet, numbers, and days of the week or similar common word sequences Rhyming Young Children Trouble With: Recognizing letters, matching letters to sounds and blending sounds into speech Pronouncing words, for example saying “mawn lower” instead of “lawn mower” Learning and correctly using new vocabulary words Learning the alphabet, numbers, and days of the week or similar common word sequences Rhyming School-Age Children Trouble With: Mastering the rules of spelling Remembering facts and numbers Handwriting or with gripping a pencil Learning and understanding new skills; instead, relying heavily on memorization Reading and spelling, such as reversing letters (d, b) or moving letters around (left, felt) Following a sequence of directions Trouble with word problems in math School-Age Children Trouble With: Mastering the rules of spelling Remembering facts and numbers Handwriting or with gripping a pencil Learning and understanding new skills; instead, relying heavily on memorization Reading and spelling, such as reversing letters (d, b) or moving letters around (left, felt) Following a sequence of directions Trouble with word problems in math Teenagers and Adults Trouble With: Reading at the expected level Understanding non- literal language, such as idioms, jokes, or proverbs Reading aloud Organizing and managing time Trouble summarizing a story Learning a foreign language Memorizing Teenagers and Adults Trouble With: Reading at the expected level Understanding non- literal language, such as idioms, jokes, or proverbs Reading aloud Organizing and managing time Trouble summarizing a story Learning a foreign language Memorizing

1.Expose the child to early oral reading, writing, drawing, and practice to encourage development of print knowledge, basic letter formation, recognition skills and linguistic awareness (the relationship between sound and meaning). 2.Have the child practice reading different kinds of texts. This includes books, magazines, ads and comics. 3.Include multi-sensory, structured language instruction. Practice using sight, sound and touch when introducing new ideas. 4.Seek modifications in the classroom. This might include extra time to complete assignments, help with note taking, oral testing and other means of assessment. 5.Use books on tape and assistive technology. Examples are screen readers and voice recognition computer software. 6.Get help with the emotional issues that arise from struggling to overcome academic difficulties.