Outline

Introduction

• Define Modern Dyslexia
• Brief History
• Thesis: In exploring childhood dyslexia it is important to examine the major trends found that has shaped the view of this disorder in modern times (1960 to present). **Needs Work**
• Trends that the paper will explore: Gender (3:1 Boys to Girls with Dyslexia Ratio), Socioeconomic (What effects do social class have on your chance for success?) and methods of teaching the dyslexic child (Is there anything that can be learned from this?)

Gender

There are more boys diagnosed with dyslexia by a ratio of 3:1 in comparison to girls.

• From research it appears that girls are under diagnosed with dyslexia and other learning disabilities for a couple of reasons.
• First: Girls mature in reading and writing skills faster than boys to the ages of 7 and 15.
• Second: Learning Disability referals are unintentionally used to maintain order in the classroom.  The more quite and timid girls tend to be looked over while failing.(Boys show frustration much more aggressively in the classroom.)
• Finally on Gender: What are the affects of having a problem that is overlooked?  How does it affect the child?  **This could also apply to others within class that are more timid and quite***

Socioeconomic

In my research I have found numerous studies of individuals who have overcome the difficulties in learning that are associated with dyslexia.  The problem that is found with this is that the vast majority of the individuals that overcome the educational barriers that are associated with dyslexia come from social classes that can afford the early testing and resources that can help them reach success early while others are relegated to struggle and fall behind their peers. 

High Socioeconomic standing

• Parents Demand Results
• Afford tools and testing
• Many catch problem at an early age which makes adjustments to learning easier
• Independent and Wealthy Suburban schools adapt for achievement: Earlier, Faster, Better
• Follow up study of Dyslexic School for Boys: Follow educational achievement and job standings following their graduation from the private school.

Middle Socioeconomic standing

• Burdens fall on parents and school system
• Schools limited funding for learning disabled programs and testing for dyslexia
• Parents lack of resources and time
• (Chall, 1967) "the middle socioeconomic group seems to remain quite satisfied with the status quo
• Need for commitment to reading instruction; This will create an environment that will improve the school systems ability to identify problem students.
• (Possibly use examples of parents struggling to get school to recognize their childs learning disability; This was the case with my brother)

Low Socioeconomic

• Parents are found overall to play less of a role in deciding curriculum in urban schools
• Innovation and funding triggered only by concerns of under achievement
• Funding not consistent
• Parents less available to the needs of their dyslexic child and may be ignorant to the enrichment opportunities available
• ***Funding not being consistent is very important***

The Identification and Teaching the Dyslexic Child

Testing

• Screening Tests: Used on large number of children to identify possibility of Dyslexia and other learning disabilities.
• Comprehension Tests: Examine whole child through-- reading, spelling , drawing, math/science, and intelligence--- also looks at visual tests, laterality tests, visual scanning tests, and sequencing
• If so many children are possibly being missed why isn't the test available to all at a young age so any learning disability can be identified and dealt with so methods can be incorporated into the way each child learns.

Methods of Teaching

• Outline the Orton and Gillington Model
• Educators must create simultaneous multisensory instruction in which the dyslexic learner is able to use all their senses to learn and retain information.

Dyslexic Child in the Classroom

• Stuggles of teacher to create proper curriculum
• Stuggles of Child....  Personal accounts

Conclusions

(These are the questions I'm asking myself as I work through this paper)

• Is the modern way of looking at dyslexia working?
  • To many are being struggling students are being missed and success ways of attacking the problem are not available to all.
• What can we do to move into the future to address our problems?
• Why are these issues of childhood dyslexia important?