Dyslexia

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QUESTION

Dyslexia

Assessment 1 video:
Messurier, M. (2012). Reflections of dyslexia: https://www.youtube.com/watch?v=qWxab4Zk1qk

please watch this video and read transcript of video very carefully and response according to the criteria and assessment brief requirements.

(GENTLE PIANO MUSIC)	00:00:00
BOY: This is a story about some people who have dyslexia. I have it. My dyslexia makes it hard to learn, to read and spell.	00:00:01
JANE: To me dyslexia means I'm great at logic, electrical thinking, all the rest of it but don't give me a number to remember and regurgitate. And, don't ask me to read something out properly.	00:00:13
RICK: I've got a problem with dyslexia. I didn't realised it until I was maybe in years, three years old, and when my son was diagnosed with it, I realised that I really had a problem then.	00:00:24
GEMMA: I remember when I was young and used to take readers home and I remember saying to my sister, Why couldn't I read properly? And, she said, "It's just because you're little. It will come with age." But it never did come.	00:00:38
ROSS: I can remember when I was about ten, my sister was, I think, three years younger than me and she came home from school and was reading a book called 'Charlotte's Web'. I told her don't read it near me because I didn't like reading at the time and I didn't like the fact that she can read more than I can. (CALMING MUSIC)	00:00:52
JANE: I'm 24 years old and I'm studying podiatry part time. I've come to the conclusion that I have to do a part time because otherwise I won't really get too far at all. I have failed some subjects but I'm slowing it down and I'm fine if I go slow, I'll be fine. I'm halfway through my semi-trailer and truck licence. I've worked at Club Med, I've made pizzas, worked at an accountant's, managed sports stores, dental promotion, personal training, everything under the sun. And, I've worked for the same company for seven years while doing that. (GENTLE PIANO MUSIC)	00:01:27
RICK: These days I'm a drilling supervisor. I work in Indonesia, in the jungles of Indonesia. I supervise 130, 140 people at a time. Coming over to Australia, I met my wife Corrine, and we've lived together for 21 years now. Married for 20. We have three lovely children. And I think our children are old, a little bit the same as us and our problems was reading and writing. It's just something that's been passed on to them, unfortunately, I guess you can say. (CALMING MUSIC)	00:02:27
GEMMA: My primary school was on and off. My high school, the first year of high school, I wasn't allowed to go in school because of problems at home. And then, I got suspended and expelled from a lot of schools. And then, I went to drop in school like a street kid... A place for street kids like a school that street kids would go. And, you would do other things like surf board making and carpentry and artwork. I just thought it was my behaviour though like I never... About from the reading like I can't read properly, I don't even know why. Because I was always out trying to find me somewhere stable to live the learning thing was never an issue. They're never worried about it so I never worried about it. (GUITAR MUSIC)	00:03:15
ROSS: I think without dyslexia I would be a more boring person. I think it's a vital part of my character. And, I wouldn't give it away for anything. I think the combination of disabilities, the ADD, the dyslexia, and the visual impairment have combined to make me who I am. And, I don't think I would change them if I could. Gives me a certain way of thinking that is different to other people.	00:04:20
And, hopefully, this will create my own niche to succeed in life.	00:05:04
BOY: My dyslexia makes it hard to learn, to read and spell and that makes school hard.	00:05:11
JANE: I never got my pen licence in year five. And I had to practise cursive writing. I think it was every Wednesday afternoon. And, I never got to go in the class that got to read magazines in the library. That really hurt me because all my best friends got to read the magazines. And, it was one of those things where you're at that age that I never got pulled up. Everyone else seem to swap around and everyone got their turn but I never got my turn. When you really try and as a child, you try your absolute guts out and you don't get anywhere, that's what hurts. Once we got to high school, we did a lot more reading out loud with novels et cetera, and that was basically useless. I'd always feel horrible. I'd have a red face and I could feel myself burning up inside. Any teacher could get me to stand up in front of the class and talk about something. I could do an act. I could even sing a song or dance but reading, not my style.	00:05:19
GEMMA: I just knew that I would never ever do it, no matter what. I just never want to read in front of people, even now, I don't like reading in front of people. I would just pretend like I was working when I wasn't or I would like memorise stuff. I've been naughty or just get up and leave.	00:06:29
RICK: I was asked to stand up and read maybe a couple of paragraphs in class, that's when it really hurt, because what it take me 20 minutes to go through reading, other kids would take five minutes. That's where I was in... That didn't feel good, Spelling was a very difficult subject for me. We get ten words a week just to learn. What I used to do is write them all out the night before and then the day that we wrote them out, I'd write them all out again. They were all wrong but the ones that I did the night before, I'd flipped the page over and hand them forward to get them checked, I tried to get ten out of ten at Wednesday but I wouldn't do that every week because then the teacher thought, Well, he's doing pretty good at the spelling." But, I got away with it.	00:06:49
JANE: There was always the smart kids, the naughty kids and then there was always a dumbo table, and it was full of kids that needed that extra help and the teacher always having to look over and make sure they're on track. She must have got my name mixed up because I was always on that table. So, I'm guessing that they were shorter seat.	00:07:39
ROSS: In year seven, my class was given a project to do and it was very... I did a very simple job, just one picture, a couple dot points about it and I took it to school the next day and all the other kids had written 100 words or whatever year sevens write. The teacher didn't even expected me to have done it. Looking back, it was probably not the best attitude for the teachers to have towards me.	00:08:01
GEMMA: But you don't wanna say anything because you were embarrassed especially when you're at school. Education and learning has a lot to do with your self-esteem.	00:08:35
JANE: Year five, we learned long division. I can remember my teacher making me cry because I could not ever grasp it. I just could not get it and I did it over and over and over.	00:08:45
GEMMA: In year seven or eight, there was a time when I wasn't allowed to go to school. And then after when they said I could go to school, I just didn't go because what was the point of going back there? So, I just never went. But, even at high school was hard like I just couldn't do it. Some stuff I would try but I never got it. I would just get frustrated at myself like angry, made me angry.	00:09:00
BOY: I have to practise reading every day at school, then when I get home mum makes me do more.	00:09:32
JANE: I found out I had ADHD and dyslexia, at the time it answered a lot of questions for me and probably my parents as well, especially my mum.	00:09:42
From the time that I found out that I did have dyslexia, it gave me a point that in where I could turn around and say, Hey I'm not just the dumbo, there are things that I can put in place to make me learn better."	00:09:57
ROSS: I think it's extremely important to know that you have dyslexia.	00:10:12
BOY: I play chess, I do gym, I have won gold medals, I like art and I have lots of friends. My dyslexia...	00:10:18
JANE: At school it was always easier to do the arts, the crafts, the Phys Ed, talking, play that type of thing and I always achieved.	00:10:28
RICK: I just took other subjects that I didn't have to get involved in too much reading and staying in...like reading.	00:10:41
GEMMA: I like art, I like to draw, I like doing stuff with my hands like gardening or landscaping. I just sort of like do things that I'm interested in doing. You know, things that won't make me have low self-esteem.	00:10:51
ROSS: I think one of the main things that helped at school with my learning difficulties was the fact that all the teachers were informed. My parents were very informed about my condition and my needs, so they were able to tell the teachers what I needed.	00:11:07
JANE: I found the most help that I've had through school and through learning has been things that have been put into real life sense. Teachers giving tips like using rulers when you're reading, to shield off the spaces that you're looking at, and little things like that, that helped along the way in giving me opportunities to do things that I was good at as well as tips for things that I wasn't so great at. Bringing the classroom alive, that was what I thrived on.	00:11:25
GEMMA: The teachers didn't really worry like they didn't... they just thought I just had a behaviour problem. But when I was at high school I had a friend, and I don’t know whether she knew but she used to help me, you know, we used to just go and sit somewhere quietly and she just sort of read stuff to me and help me with my work and stuff like that when I was at high school, and that helped heaps. And that was probably the only thing that did help me.	00:12:01
ROSS: I think a major point in my learning life was in year five when I went to a reading program called Lindamood-Bell, I gained three years of reading in this time.	00:12:29
JANE: Through high school I think I had the ability to organise my life so that it didn't show what I was bad at or what I felt really hard. Getting around things I learned that in real life, you can probably do that as well. And through that I probably built more self-confidence. When I first started at uni I was petrified but I realised that there was like a learning connection where you can go to talk to people, counselling that type of thing Although the suggestions they had sound great, if the teachers or lecturers don't go along with it then they're useless. I've found that note taking, is a very, very poor point in my study life but through downloading stuff off the net from the lecturers giving it out beforehand that's really helped me and using other people's notes as well, and trying to network with other people and brainstorm with them is a really good thing. And assignments to me are better than exams or anything else, because I can do them in my own time, I can spend as long as I want on them, and do it at 3.00 in the morning if I wish which is fantastic. I start by going to the library, picking the topic or whatever it is that I'm writing about, and then I sit down once I've got the information and brought out the best pieces, and start always on the computer and never hand write anything. I find it a waste of time to hand write. And then the computer really does the spellchecks and stuff for me, I find that great. And once I've got a bit of a draft, I'll go through it a few times for myself and change words around and the structure of the actual assignment whether it be essay or questions. And then usually I need to get mum or dad or a friend to check it over, I usually come up with some really silly areas that I just look at and laugh so it's just funny.	00:12:46
BOY: I am smart too, I know about lots of things, I play chess, I do gym.	00:15:05
ROSS: I access information through conversations and watching television and just talking to people about a topic instead of reading. My dad says that I've always accessed the world through watching television and listening to the radio.	00:15:14
I think a major factor in succeeding through high school was having my tutor as a mentor. I think my tutor was important in a mental role,	00:15:54
I was able to bounce my thoughts and ideas and just problems growing up with these disabilities.	00:16:12
I think some advice for the young students with dyslexia is to keep persisting.	00:16:25
GEMMA: Everybody's got something that they're good at, everybody's got their own thing that they're good at, we're all different and unique in our own way I guess and ask for help.	00:16:32
JANE: You have to find out how to learn for yourself and you have to be able to ask for help. And tell teachers what you do and don't like, and be open.	00:16:44
RICK: If you enjoy doing something, go ahead and go for that, more so than trying to put yourself through something that it frustrates you and just enjoy what you're gonna do.	00:16:57
JANE: Don't be ashamed, don't be embarrassed or you know, don't let other people put you down because it's not a big problem and it's something that you can say, yeah I'm not great at but hey, I beat you in the playground every day running.	00:17:14
ROSS: I'd like to study in New York maybe, the bass guitar in ten years’ time. Maybe teaching students who are relatively serious about learning bass guitar.	00:17:41
RICK: You will find something that you'll enjoy and go for it.	00:17:53
JANE: Looking at my dyslexia now, I know that everyone has their good and bad points, and I know myself what are my bad points and that is not being able to read properly or perhaps write things properly, remember et cetera. And I just know that I have to work ten times harder than somebody else.	00:17:59
GEMMA: Yeah, I get bored very quickly, like my attention just goes like that. (SNAPS FINGERS) It's only been the last year that I can sit and watch a whole movie. Sometimes I get lazy and I just ask one of the girls to read something to me, and they'll just read it to me. There's something that I'm interested in doing or something. I know I'm gonna get something out of it, at the end. I'll put 100% in that. And I don’t know like... maybe because I wanna learn now, yup especially in prison because a lot of the girls in here don't have good education skills anyway. A lot of them do but it's, yeah.	00:18:18

Reflective Writing

Cover Page & Table of Contents

Introduction

Describe What, Who and How

What is the purpose of this reflection? Who –Four individual with dyslexia are interviewed in

the video entitled reflections on dyslexia.

Define Dyslexia & Person-first, then introduce the subjects

1) Jane diagnosed with dyslexia and ADHD two years ago.

2) Ross was diagnosed with the dyslexia, ADHD, and macular dystrophy while still

young.

3) Gemma has a history of complex learning and social difficulties impacting her entire

life.

4) Nick, reports problems with reading, spelling, and writing but he has never been

officially diagnosed with dyslexia.

How- Exactly how are you going to reflect on these subjects? Using person-first you are

going to examine the challenges empathetically against your own opinions and best-practice

researched evidence.

Discussion

How you organise the body of your reflection is personal choice. It must address the four

individual stories. You may like to look at common challenges and reflect on your own

opinion and evidence-based research. May explore differences in the educational settling

and family support and how this has led to different life outcomes and what research tell us.

Conclusion

Remember that reflective writing asks you to share your own thoughts feelings and learning

journey. Share this throughout the writing and acknowledge your empathy and desire to

find out more.

References APA 6th Style

Own page refer to Torren’s guidelines. Use Grammarly, send to Studiosity.

DYX 403 ASSESSMENT #1

Reflection: Person first approach and inclusive practices for dyslexia and learning differences.

1500 Words
Due end of Week 4 – 11.55pm Sunday 14/3/21
Weighting 30%
The reflection is a response to this video “Reflections on Dyslexia” https://www.youtube.com/watch?v=qWxab4Zk1qk&ab_channel=MarkLeMessurier

The most important starting point is to listen carefully to what the essay title is telling you. Always read every single word of it, and squeeze out as much guidance as you can from the title. Then you need to plan how you will respond to every single element of the title. The guidance given to you by the title is freely available, and is your best clue to what is required in your essay. This assessment requires you to reflect on the importance of a person first approach and the use of inclusive practices to support individuals with Dyslexia

I cannot emphasise enough … please use the excellent resources that are available to you. Watch and listen to ALL of the videos/podcasts. Look at ALL the websites and documents. Fill your mind and thinking with the content of this subject and this task. Immerse yourself in the opportunities that are provided for you.

Also see my general essay writing tips at the end of this document. Maybe including tables and/or diagrams might be an option for you.

TIPS for Assessment #1

Remember:

This assessment is about the ‘person first’ perspective of the individuals in the video Ross, Gemma, Jane & Rick in the context of the support they received at both home & school and the positive and negative impacts this has had on their life journey, their self-esteem, career choices etc.

*** Person First puts the person (Gemma, Jane, Ross & Rick) and their experiences, wellbeing, needs and feelings at the centre of support process.

1500 words is not very many, so be specific and clear in what you say. You may use headings and tables if you wish (see general writing tips at the end of this document).

GENERAL WRITING TIPS

USE the resources given to you – they provide a wealth of information
Use the writing process to help you think through, clarify and develop your early ideas about how you might respond to the task that has been set. As strange as it seems, you may not know what you think until you have written it down!
PLAN your writing. Keep the essay question in mind!

A powerful introduction is invaluable. It can engage your readers, and can give them confidence that you have thought carefully about the title, and about how you are going to address it.

A useful generic structure for an introduction could be to:

begin with a general point about the central issue
show your understanding of the task that has been set
show how you plan to address the title in your essay structure
make a link to the first point
It may be possible to use only one paragraph for your introduction, but it may fall more easily into two or more.

A powerful conclusion is also a valuable tool. The aim is to leave your reader feeling that you have done a good job.
Maybe something along these lines:

brief recap of what you have covered in relation to the essay title
reference to the larger issue
evaluation of the main arguments
highlighting the most important aspects

Suggestion: Write the introduction and conclusion after the body. Once you know what your essay is about, then write the introduction and conclusion.

You can use tables if you wish. Words used in tables still count toward your overall word count, but you will use less words in a table. This is good as a visual response is often clearer and more precise.
You can insert diagrams
Use all the words allowed – don’t skimp
Maybe use headings to help you stay on track and to help you make sure you have addressed all elements of the question. You can remove the headings before submission if you wish, but they serve as a very stable guideline for your writing process.
Revise your first draft extensively. Make sure the entire essay flows and that the paragraphs are in a logical order.
Take a break from your essay so that you can return to it with fresh eyes for the final editing.
Check your grammar, punctuation and spelling. Use Studiosity! Studiosity is on-demand study help! It is on Blackboard for your use. This will sort out any grammar/spelling/punctuation issues for you.

'Editing and proof reading are absolutely crucial because it is only at this stage that the student can see that the argument hangs together, has a sequence and is well-expressed. Editing is both difficult and important.’ (Stott, 2001 p39)

*Stott R, (2001) The essay writing process. Chapter 3 pp36-58. In Making your case: a practical guide to essay writing. Eds. Stott R, Snaith A, & Rylance R. Harlow: Pearson Education Limited.

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Answer

Dyslexia

Among the common types of learning disabilities, dyslexia ranks the first as the most challenging to manage. Since its discovery in 1881 by Oswald Berkhan, a German physician, the disorder has been hard to characterize let a lot to diagnose. However, recent studies have established a series of common factors that can help physicians and caregivers identify and manage this disorder. With limited treatment options, people diagnosed with this order tend to suffer for eternity. Using Jane, Ross, Gemma, and Nick’s story as the case study, this essay will describe the different changes and challenges that people with dyslexia have been experiencing as well as policies that could be implemented to manage the condition.

Jane

Jane has been relatively positive with her condition but she has certainly experienced pain throughout her life. Her struggles with comprehending things have been overwhelming. Jane has failed some classes forcing her to resort to a go-slow with her studies (Messurier, 2012). As I expected, Jane would be frustrated for being unable to meet certain expectations. Her teachers could easily select her to stand in front of the class and perform an act or a song and she would do it perfectly. Bet when it came to reading, Jane was unable to comprehend certain letters or numbers.

The most unfortunate thing is that an individual like Jane, who seems to be struggling with her studies would likely be overlooked when it comes to employment. Many managers would assume that Jane is incapable of handling every task and would need constant supervision to complete a certain task (Stein 2018). For instance, Jane was never allowed to go with her friends to certain classes. At this point in life, Jane was frustrated on why everyone got their turn in doing certain things, but turn never used to be considered. Naturally, if I was Jane, I would feel hurt for not being allowed to be in the same social setting as my peers.

However, from the look of Jane’s Face, she seems rather happy. One would wonder how an individual with dyslexia would seem happy about her progress in life. Despite her challenges, Jane is very good at logic suggesting that she is a critical thinker. This trait suggests that Jane has a high intelligence quotient (Messurier, 2012). Throughout history, various readings that explain the distribution of intelligence among people suggest that human beings perceived as geniuses have a learning disorder that differentiates them from typically developing children. For example, Einstein, and Leonardo da Vinci, were found to be having leaning diability when they were young. However, such statements have links to subjective evidence that look into the lives of famous individuals. This is why some critics assume that the opposite of the prior claim is true, purporting that cases regarding learning siability are relatively rare.

The common thought is that the frequency of such an occurrence as well as the exclusivity of intellectual profile perceived to be having learning siability is yet to be systematically analyzed since some of the obtained data rely on evidence that has two parameters; either people with related diagnosis or those under a defined treatment practice (Reid, 2016). In Jane’s case, this quality is relatively apparent because she has worked at different instructions for longer periods without being retrenched. I would expect Jane, at one point during work, to make an error in her decisions but this perception is rather vague. Her ability to tackle physical work is what surprised me because her attitude has always been positive.

Ross

Similar to Jane, Rose also did not like the fact that she was unable to read while her younger sister was able to read without any difficulty. Look back at when he was 7 years, one could notice Ross was depressed with the way people treated him (Messurier, 2012). From everybody’s perspective, Ross could hardly comprehend even the simplest task, However, Ross disproved his teacher by completing a certain project. As John, what could have hearted the most is when your instructor belittles you but you are certain that you have qualities that can match those of others.

I have always thought that children should not be told of their disability at an early age because they might think that they are incapable of handling any task. In broader prospects, the kid would end up being a pessimist (Snowling, Hulme & Nation 2020). Researchers have suggested that it is always good to explain to a child about their conditions since they will always look for alternative ways to handle a certain problem.

After all the prejudice that Ross went through I could agree with him that it is always imperative for an individual to know about their condition before interacting with the adjacent environment. I think that if Ross could have known about his disability he could have focused more on his abilities and how he could use the apparent skills to better his life (Messurier, 2012). Also, his caregivers would have known how to treat him amongst his peers. Fortunately, some of Ross’s teachers were aware of his difficulties. What’s more, his parents had explained to the teachers about Ross’s condition and were able to cater to his needs.

At one point when watching Ross’s story I thought that his challenges would catch up with him and render him hopeless (Messurier, 2012). Shockingly, Ross seems to have understood his difficulties and had invested in his skills. I agree with his assertion that without his disability he would have been a boring individual (Messurier, 2012). This condition seems to have shaped his character and made him affluent with his talent for playing musical instruments. The condition which secluded from his peers seems to have given him time to reminisce on his abilities and how to perfect them.

Conclusively, Ross encourages his audience on the essence of accepting people with disabilities (Ozernov‐Palchik & Gaab 2016). People with dyslexia have a different method of conceptualizing things other than reading. With this insinuation, I would encourage parents with children who have this disability to realize the triggers that would make their children adept with the way they handle problems.

Rick

Similar to Jane and Ross, Rick also had a problem with reading and writing. At first, he could not comprehend why he was unable to read until when he was three years. Rick considered dyslexia as a serious issue when his son was diagnosed with the same condition (Messurier, 2012). At school, Rick was always embarrassed when he was asked to read something out as it took him nearly twenty minutes to finish the task whereas his classmates only achieved the same outcome within five minutes.

Being in this condition I would expect Rick to simply give up for the fear of being deemed a failure (Hulme & Snowling 2016). However, Rick found his niche in artwork and loved what he did. His current occupation depicts that every person has the capability of achieving their dreams if only we could put all our effort towards achieving the set objective.

Gemma

Amongst the four characters, Gemma seems to have had the worst experience with dyslexia. When she was young, Gemma would always complain about why she could not read properly as compared to her sister (Messurier, 2012). At this point, it is apparent that Gemma was eager to learn new things but her inability to comprehend the meaning from phrases made her lose focus with her school work. What’s more, she was unable to socialize with her friends. These factors made her drop out of school, every once in a while, to stay away from being prejudiced.

From the video, I could tell that Gemma is not as happy as the other characters when it comes to her condition (Friedmann & Coltheart 2016). Despite her disability, I tend to think that the problems she had at home also contributed to her miserable life. However, she could find solace in artwork and carpentry.

Different from the other characters, Gemma seemed to have gained the skill of reading, however, she could hardly stand to inform people to read something out. To evade being selected, Gemma would always pretend to be working on something, memorizing staff, or just become naughty by leaving the room without saying a word. (D'Mello & Gabrieli 2018) Gemma could have perceived this trait to be effective but I think that she was using it to escape responsibilities. If I was Gemma, I could use this opportunity to showcase my abilities and prove to people that I am efficient when handling certain tasks.

Though Gemma had all the chances to prove that her disability was not her inability, I felt like her main challenge was self-esteem. Gemma would always criticize her actions and despise her worthiness. If it were not for her friend when she was in high school, I feel that Gemma could have lost interest in her hobbies (Messurier, 2012). The feeling of anger, sadness, or guilt could have kept her from enjoying daily activities, let alone trying. Respectively, I assume that Gemma’s self-doubt interfered with her productivity at school. Gemma claims to have mastered the art of learning words but she could often drop out of school for the fear of being judged.

Nevertheless, Gemma’s attitude that emerged during her last days in school has made her be an effective individual in society (Messurier, 2012). I was surprised to learn that Gemma had finally accepted her faults and was ready to learn. What’s more, Gemma believed that one day she would overcome her challenges and that she would do whatever it takes to attain her goals. From Gemma’s confessions, I have come to understand that the best way to manage dyslexia is to ask for help at any given point.

In conclusion, I can now agree that disability is not an inability. From the four cases, I expected that every individual would be discouraged with their condition hence despair in life. Surprisingly, all these characters seem to be doing well in life in terms of occupations and all have learned to live with their condition. In connection to this, I have learned that people with dyslexia have a problem with reading but are very skillful with practical activities. Most of the people with this condition learn through conversations or observations rather than reading and writing. With this, it is, therefore, necessary for caregivers to identify the activities that interest individuals with dyslexia as it will help them to build their self-esteem and become productive in society.

This question has been answered

References

D'Mello, A. M., & Gabrieli, J. D. (2018). Cognitive neuroscience of dyslexia. Language, speech, and hearing services in schools, 49(4), 798-809.

Friedmann, N., & Coltheart, M. (2016). Types of developmental dyslexia. Handbook of communication disorders: Theoretical, empirical, and applied linguistics perspectives, 1-37.

Hulme, C., & Snowling, M. J. (2016). Reading disorders and dyslexia. Current opinion in pediatrics, 28(6), 731.

Messurier, M. (2012). Reflections of dyslexia: https://www.youtube.com/watch?v=qWxab4Zk1qk

Ozernov‐Palchik, O., & Gaab, N. (2016). Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia. Wiley Interdisciplinary Reviews: Cognitive Science, 7(2), 156-176.

Reid, G. (2016). Dyslexia: A practitioner's handbook. John Wiley & Sons.

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxford Review of Education, 46(4), 501-513.

Stein, J. (2018). What is developmental dyslexia?. Brain sciences, 8(2), 26.

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