Reading and writing difficulties encountered by some children : dyslexia?

Abstract

The purpose of this study is to investigate the problems that some children encounter in learning to read and write, and the possible reasons why they may never attain fluency in these basic skills of literacy. In Chapter 1, I deal with the nature of language and language learning. I also refer to the structure of the brain and the functions of the different hemispheres in terms of the use of language and related tasks. In Chapter 2, I examine various opinions put forward in an attempt to define reading and writing. I then examine the importance of reading readiness and the validity of reading readiness programmes. I also deal with the various factors which contribute to failure. I deal with the nature of dyslexia in Chapter 3, I first deal with the various manifestations of the dis ability and then with the history of the term 'dyslexia '. I attempt to examine the heated controversy on the precise implications of the term and the complete negation of the disability by some. I then stress the importance of appropriate diagnosis so as to avoid wrongly classifying a child. I consider the dangers of labelling and, finally I examine the possible causes of failure. In Chapter 4, I discuss my personal experiences with dyslexic children. I first give a detailed account of the problems of the various children I encountered while teaching in a Secondary School. I also refer to some children I met at a Speech Therapist's clinic. In the second part of this chapter I show how dyslexic children function in their every day life and discuss the problems and frustrations they encounter at school. The first part of Chapter 5 deals with two control tests I administered before attempting my major test. A discussion follows on the results limitations and merits of each test. The second part of Chapter 5 deals with the test I administered to all (168) Year 6 pupils of a State School. The performance of the children in the various parts of the test is analysed and discussed. In Chapter 6, I deal with various remediation programmes and with the importance of the early identification of the disability. I suggest that a remedial programme should cater for the precise academic needs of the child but should also take into consideration his emotional needs. In my Conclusion, I stress the importance of seriously investigating the disability in Malta. I suggest that remedial programmes in Maltese should be used. Clinics should also be set up to aid all those who are suffering as a result of dyslexia about which so very little is known in Malta.