Book chapter
Dyslexia in Iran: Provisions, practices and beliefs in a relatively transparent orthography
The Routledge International Handbook of Dyslexia in Education, pp.143-151
Routledge
20/07/2022
Appears in Recent Faculty of Education Publications
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Abstract
Dyslexia is recognized as a learning difficulty related to problems in word recognition/processing that can lead to challenges with word reading and consequently comprehending written texts as well as spelling. Reading difficulties are likely to manifest in the early years of formal education when print exposure happens (Snowling et al., 2020). In cases where the deficit is not recognized properly and effective interventions are not implemented, problems with wider literacy skills will appear. Children with dyslexia have been found to experience difficulties with appreciating correspondences between sound (phonemes) and letters (graphemes) (see Tunmer & Greaney, 2010). In addition to problems with literacy development, dyslexic children are reported to experience psychological disorders resulting from
their problems with literacy achievements. Anxiety, lack of motivation and low self-esteem have been reported as behavioural manifestations of dyslexia (Thomson, 2009; Tunmer & Greaney, 2010).
Individuals with dyslexia may not be successful in retrieving new words from writ- ten texts, potentially leading to weaker verbal skills and verbal IQ in comparison to peers (Snowling et al., 2020). A large amount of vocabulary is acquired through reading, meaning that those who struggle with reading may develop a limited lexicon and global knowledge. Equally, there is international research arguing that dyslexic children may outperform their peers in analysing information and problem solving when written communication is not necessary, i.e. functions like creativity and non-verbal thinking (Snowling et al., 2020; see also Tafti et al., 2009).
Details
- Title
- Dyslexia in Iran: Provisions, practices and beliefs in a relatively transparent orthography
- Creators
- Amir Sadeghi - PEETO Multicultural Learning Centre (New Zealand)Mitra P. NiyaziParisa Tadi - Auckland University of TechnologyReyhaneh Mohammadi - Iran University of Medical SciencesAbolfazi Saeidi - Iranian Research Institute of Exceptional Children (Iran)John Everatt - University of Canterbury (New Zealand)
- Contributors
- Gad Elbeheri (Editor) - Global Educational Consultants (Egypt)Lee Siang (Editor) - Dyslexia Association of Singapore (DAS) (Singapore)
- Publication Details
- The Routledge International Handbook of Dyslexia in Education, pp.143-151
- Publisher
- Routledge; London, UK
- Number of pages
- 9
- Identifiers
- 991013317526002368
- Copyright
- © 2023 selection and editorial matter, Gad Elbeheri and Lee Siang; individual chapters, the contributors.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter