A Demo #Research paper on #Dyslexia that was #Rejected

 Ok, so I wrote this paper for an educational agency for the writer's post and they rejected it. They stated, "it was not standard". Well, I am just curious, and wanna see the view count. So, I upload this paper to my blog. Comments and likes will be appreciated. 

Note: they just gave the topic "Dyslexia" but there were no limitations about research questions. As an explorer, I can try any research question, right?

Let's see. 

Introduction

    Although Dyslexia is a common learning difficulty, the key challenge most patients face is underrepresentation (MacCullagh et al., 2017). The nationwide European-funded project Dyslexia Compass has confirmed this issue with shocking statistics. That project observed the European Dyslexia Association’s estimation of 5-12% Dyselexic Europeans. Notably, that covers a difference of 52 million which seems more than the total population of Kenya (Birimiša et al., 2021). This pattern of significant estimation differences is observed globally including in countries like Norway, Sweden, Latvia, the UK, and Germany. Moreover, non-European countries like the USA confirm 5-10% of the affected population while the International Dyslexia Association challenges the percentage with its 13-14% global estimation. It seems underrepresentation also is supported by the undiagnosed rate. However, this learning difficulty has multifaceted long-term effects on psychological and social health and 40-60% of affected children show symptoms of anxiety, depression, and attention deficit (Schulte-Körne, 2010). Those can further lead to underachievement, substance abuse, and suicide. Considering the challenges of relevant information accuracy and availability, this research paper tries to explore the reasons behind poor Dyslexia management.

Objectives and Research Questions

    It is observed that countries use various methodologies including the discrepancy model and standard deviation (learning) to measure Dyslexia (Birimiša et al., 2021). However, the context and definition of this learning disability vary countrywide. Even best practices show wide variance  (Birimiša et al., 2021). As teachers, SEN specialists, educational psychologists, and standard diagnostic assessors can measure Dyslexia, therefore, measurement approaches remain diversified. Moreover, ethnicity and social attitude-based myths often force biased reports. For example, people still think Dyslexia is a vision problem or only affects English language learners. People even think affected kids should try hard to read and write (Morin, 2022). Some countries also have not made the assessment process official (Birimiša et al., 2021). Considering the care and environmental challenges, this paper tries to answer the following questions. 

• Why there is no consistent methodology to measure Dyslexia?
• Why are the measures confused with measuring factors, and standard interventions?
• Is there any intervention universally successful?
• If yes, what are the key problems to developing a universal intervention model?

Methods

    This research paper has used an exploratory research design to answer the research questions. Considering the wide variance of available information, it has chosen a secondary research method. So, peer-reviewed articles, and case studies from databases like PubMed, Google Scholar, NHS, and NCBI are widely used. Additionally, global reports of various international agencies are used. Widely cited scholarly articles confirm data validity and accuracy while standard reports confirm reliability and availability. 

Findings

• The NHS defines Dyslexia as a learning difficulty where reading, writing, and spelling may be affected. However, NHS does not associate the disorder with intellectual impairments (NHS, 2022). A PubMed paper goes a little deeper and defines Dyslexia as a spelling and decoding difficulty. This paper also informs (using DSM5 classification) that it is a type of neurodevelopmental disorder where life-long issues can be visible (Snowling et al., 2020). The paper also emphasizes the word “specific disorder” as it cannot be explained by sensory problems or low IQ (Snowling et al., 2020). Comparisons between healthy and affected children confirm that key difficulties are qualitative. For example, affected children can have poor phonological skills (Snowling et al., 2020). Nevertheless, the learning disorder becomes complicated when it associates with other disorders. 

How Dyslexic children interpret words

• The NHS confirms that symptoms include slow reading and writing, letter confusion, spelling issues, difficulty understanding written information, difficulty understanding direction sequence, and problems with organization skills (NHS, 2022). The NHS states that the causative factors of the disorder are still unknown. But support groups, educational psychologists, and 1-to-1 classes can improve the condition. Notably, the discrepancy-based definition of #Dyslexia lost its credibility because qualitative differences cannot be recognized properly between Dyslexic children and children with other learning issues (Snowling et al., 2020). Even IQ tests like Wechsler Scales are not adequate to confirm Dyslexia as they check both verbal and non-verbal skills (Snowling et al., 2020). Here, the degree of educational opportunities, and sensory impairments can introduce more confusion.
• The co-occurrence of mathematical and Developmental Language disorders also confuses the measurement process. Moreover, the rate of Dyslexia is increasing in the educational environment. It is highly concerning that there are no frameworks that explore day-to-day learning experiences and the success rates of interventions. University students with Dyslexia report note-taking issues, and lecture slide movement issues and want to use written diagrams, projectors, and Audionote programs to cope with the issues (MacCullagh et al., 2017). Nevertheless, there is no standard best practice to help them. Countries often try fragmented school behavior assessments to measure the disorder. Countries like Norway have no national guidelines for this disorder and it uses continuous testing as a measurement criterion (Birimiša et al., 2021). Sweden combines second-language teachers with class teachers to measure behavior while the UK prefers face-to-face assessment (Birimiša et al., 2021).

Comparing different disorders including learning difficulties like Dyslexia

• For Dyslexia management Europe takes a diverse range of approaches. For instance, Spain tries Speech Language Therapists, and audiologists while Romania combines teachers, parents, therapists, and support groups (Birimiša et al., 2021). Dyslexia-testing professionals do not come from the same professional environment and that develops a major spotting issue (Birimiša et al., 2021). 

Discussion

Question 1:

       The scholarly studies confirm that the key reasons behind Dyslexia are still unidentified. As the causative factors are underdefined, therefore, countries cannot develop a consistent methodology. Moreover, there are many myths that overshadow the logic and judgment of the general public. For instance, parents still believe that smart people do not have this learning disorder and this is a rare disorder. However, NIH data confirms that 5-10% of the population faces the implications of this disorder (Worthington, 2022). Although there are mild cases, only 0.1% of the severe cases are qualified for IEP management (Worthington, 2022). Dyslexia also is considered non-existent, uncommon, easily outgrown, or incurable. Those conflicting myths disengage and confuse the general public. Nevertheless, the therapists confirm that there are 30 years of documented pieces of evidence to prove the existence of Dyslexia and it is a lifelong issue that needs consistent monitoring (Worthington, 2022). Moreover, intensive, early, and organized interventions can significantly reduce the degree of negative effects boosting self-esteem and confidence (Worthington, 2022). So, popular myths and underrepresentation are two key barriers to the development of a universally consistent methodology. 

Question 2:

    Usually, most of the relevant agencies and specialists measure phonological awareness and competence, literacy skills, working memory, abilities centering on attention, organizational skills, sequencing skills, time management, number literacy, logic, cognitive processing speed, etc. But due to different professional approaches, a conflict of interest develops. Most common interventions like extra attention, family support, specific audio, and sequencing software are not always helpful if the disorder is associated with other disorders. So, different approaches and interest theories confuse the process. 

Question 3:

    Parallel core problems and psychological treatments have been successful worldwide. But those treatments often are not covered by health insurance. Dyslexia therapists also do not receive any standard national training. So, parents and families often struggle to cope with care commercialization issues. Care facilities state that letter and number reversals are the most common symptoms to recognize the disorder in children (Aster, 2014). Of course, many children have this issue until they are seven or eight but carers and parents must observe whether the issue remains to confirm the disorder. Furthermore, Dyslexic children have content-copying (book or blackboard) and sequence-relocating difficulties (Aster, 2014). Lack of coordination including difficulties to decide right and left side also challenges them to be a part of team games or other sports (Aster, 2014). Parents and carers should be compassionate and deal with those children with patience. Experienced carers also suggest developing a positive environment, motivating actions, close progress monitoring, pediatrician and therapist consultation to manage the disorder (Aster, 2014). Teachers and parents can try quiet reading and writing environments, audiobooks, multi-sensory and logical remembering, and large prints to help those children as these interventions are highly successful (Aster, 2014). Research institutes that define Dyslexia, a neurobiological impairment, highly recognize language and cognitive interventions as successful. For example, remedial teaching, multimedia training, and computer-assisted simulation games are significantly successful (Yuzaidey et al., 2018). Contextually, most of the studies determine that small-group interventions are more successful than large-group because they are highly inclusive. Intervention strategies that combine language and cognitive functions like the Davis model (visual perception, symbolic correction, and reading exercises), and sensory-perceptual skill improvement also have improved children's performance (Yuzaidey et al., 2018). Working memory training and visual rhythmic tasks also improved the skillsets of a group of Chinese students (Yuzaidey et al., 2018). So, there are multiple universally successful interventions but primary carers need to consult therapists to ensure the most suitable interventions for their children (Yuzaidey et al., 2018).

Question 4:

    Various social factors like gender, ethnicity, cost of assessment, and lack of nationwide policies affect infrastructure development. So, international and intergovernmental agencies should come together to deal with the issue.

Conclusion

    It is observed that the underrepresentation of the disorder is a major issue that further complicates measure and intervention standardization. However, Dyslexia can be more fatal than its first look as the life-long outcomes often are ignored. So, international associations should collaborate immediately and develop standard guidelines for measurement and therapists.

References

Aster. (2014). Dyslexia Guide for Parents and Teachers. Aster Medcity. Available at: https://www.asterhospitals.in/blogs-events-news/aster-medcity-kochi/dyslexia-guide-parents-and-teachers

Birimiša, Z., Bloomfield, M., Flaherty, T., & Gulbrandsen, S. (2021). Dyslexia Compass. National Dyslexia Measurements Across Europe: Report. Erasmus+, 5-60. Available at:https://dyslexiacompass.eu/wp-content/uploads/2022/02/Dyslexia-Compass-Report_compressed.pdf

MacCullagh, L., Bosanquet, A., & Badcock, N. A. (2017). University Students with Dyslexia: A Qualitative Exploratory Study of Learning Practices, Challenges, and Strategies. Dyslexia, 23(1), 3-23.

Morin, A. (2022). 7 Common Myths about Dyslexia. Understood. Available at:https://www.understood.org/en/articles/common-myths-about-dyslexia-reading-issues

NHS. (2022). Dyslexia. Available at: https://www.nhs.uk/conditions/dyslexia/

Schulte-Körne, G. (2010). The Prevention, Diagnosis, and Treatment of Dyslexia. Deutsches Ärzteblatt International, 107(41), 718.

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and Understanding Dyslexia: Past, Present, and Future. Oxford Review of Education, 46(4), 501-513.

Yuzaidey, N. A. M., Din, N. C., Ahmad, M., Ibrahim, N., Razak, R. A., & Harun, D. (2018). Interventions for Children with Dyslexia: A Review on Current Intervention Methods. Med J Malaysia, 73(5), 311.

Worthington, B. (2022). Dyslexia Myths and Facts. Available at: http://dyslexiahelp.umich.edu/dyslexics/learn-about-dyslexia/what-is-dyslexia/dyslexia-myths-and-facts

That's it. I am open to both destructive and constructive criticism. So, openly criticize. Thank you!!!

#learningdisorders #Dyslexia #SEN # Familysupport

#Leariningdifficulties #researchpaper #criticism #learning therapy