Authors: Pennington, Nathaniel David.

Article: Understanding School Structure and the Connection to Diagnosing Dyslexic Students: Leave No Stone Unturned.

Publication: California State University, Fresno, ProQuest Dissertations Publishing. Master's Thesis 2018

Abstract:  While the overarching function of public educational institutions is to
instruct students in the proper methods of intellectual, psychological, and
emotional growth, the total institution of academia can marginalize students. With
regards to students with learning disabilities, stereotypically erudite functions of
being an accomplished student become extremely challenging. Dyslexia is
considered the most common and studied of learning disabilities that impacts 80%
of all students identified as having a learning disability (Shaywitz, 1998).
Although data are antiquated and sparse, continued study of dyslexia begs the
question of how academic needs of students are being identified. Where the
Diagnostic and Statistical Manual of Mental Disorders (DSM-5) classifies
academically based disorders as either learning disorders or communication
impairments, schools approach dyslexia from the standpoint of phonological
deficits alone (American Psychiatric Association, 2013; Snowling & Hulme,
2012). The present study will aid academic practitioners, and other associated
professionals in meeting the needs of dyslexic students to increase service delivery
while reducing academic relegation

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