Module Six Short Paper Guidelines And Rubric

Module Six Short Paper Guidelines And Rubric

You have learned that cognitive issues affecting learning or memory can be congenital or acquired (accidental) in origin. You will choose a learning or memory deficit to explore for this paper. Consider children and adolescents at various developmental levels, and describe a deficit in learning or memory. What brain structures and circuits are related to your selected deficit? How would the deficit impair daily functioning in academic, social, and emotional domains?

What assessments and interventions would help detect and treat the dysfunction? Your paper should include all the following elements: Describe a deficit in learning or memory in children or adolescents. Identify brain structures and circuits related to the selected deficit. Analyze how the selected deficit would impair daily functioning in academic, social, and emotional domains. Identify the assessments to use for detecting the selected dysfunction. Identify the interventions to use for treating the dysfunction.

Paper For Above instruction

Learning and memory are fundamental cognitive functions that enable individuals to acquire, retain, and retrieve information necessary for daily functioning. In children and adolescents, effective learning and memory are crucial for academic success, social interactions, and emotional regulation. A specific learning and memory deficit that warrants exploration is Developmental Dyslexia, a neurobiological disorder that impairs reading skills despite normal intelligence and adequate educational opportunities. This paper examines the neural underpinnings of dyslexia, its impact on daily functioning, appropriate assessments for detection, and intervention strategies.

Developmental dyslexia is characterized by difficulties in accurate and/or fluent word recognition, decoding, and spelling. These deficits are not attributable to general intellectual disability, sensory deficits, or lack of educational opportunity. Research indicates that dyslexia stems from atypical development of brain circuits involved in phonological processing, primarily involving the left temporoparietal cortex, the occipitotemporal area, and the inferior frontal gyrus (Shaywitz & Shaywitz, 2008). The left temporoparietal region is integral for phonological decoding, enabling the mapping of sounds onto words. The occipitotemporal region, often termed the visual word form area, facilitates rapid recognition of familiar word patterns, essential for fluent reading. The inferior frontal gyrus is involved in articulatory processes and phonological working memory. Disruptions or delays in the development of these circuits impede the formation of efficient reading pathways, leading to the characteristic reading struggles in dyslexia (Pugh et al., 2000).

The impairment in phonological processing linked to dyslexia significantly affects daily functioning across academic, social, and emotional domains. Academically, children with dyslexia face challenges in reading comprehension, spelling, and overall literacy, which can hinder their ability to follow instructions, complete assignments, and achieve grade-level standards. These difficulties often lead to frustration, decreased self-esteem, and avoidance of reading-related activities (Snowling & Hulme, 2012). Socially, persistent reading struggles may cause children to withdraw from peer interactions centered around academic tasks or reading-based games. They may experience ridicule or social exclusion, further impacting social development. Emotionally, the frustration and failure associated with dyslexia can result in anxiety, low self-confidence, and depression, particularly if the deficits remain unaddressed over time (Fletcher et al., 2019). Therefore, early identification and targeted intervention are critical for mitigating these negative outcomes.

To detect dyslexia, a comprehensive assessment approach is necessary. Psychoeducational evaluations typically include phonological awareness tests, rapid naming tasks, decoding and word recognition assessments, and reading fluency measures (Lyon et al., 2003). Neuroimaging techniques, such as functional MRI (fMRI), can also be used to observe atypical activation patterns in the brain regions implicated in reading processes, providing complementary evidence of neurobiological differences (Richlan, 2012). These assessments contribute to a detailed understanding of the child's strengths and weaknesses, facilitating personalized intervention planning.

Effective interventions for dyslexia focus on strengthening phonological awareness, decoding skills, and reading fluency. Multisensory structured language education programs, such as Orton-Gillingham or Wilson Reading System, are widely supported by research. These programs incorporate visual, auditory, kinesthetic, and tactile cues to reinforce phoneme-grapheme correspondence, improving decoding and word recognition (Moats & Spooren, 2008). Additionally, assistive technology tools, including text-to-speech software and audiobooks, can support reading comprehension while the foundational skills are being developed. In conjunction with targeted instruction, strategies to boost self-esteem and promote motivation are vital for emotional well-being and sustained engagement (Scammacca et al., 2016). Early diagnosis and intensive intervention can significantly improve reading outcomes and attenuate the social and emotional consequences associated with dyslexia.

In conclusion, developmental dyslexia exemplifies a learning and memory deficit rooted in neural circuit dysfunctions involving the phonological processing network. Its pervasive impact on academic, social, and emotional functioning underscores the importance of early detection through comprehensive assessments and tailored intervention programs. Addressing these deficits not only enhances literacy skills but also promotes healthier social interactions and emotional resilience, fostering better long-term trajectories for affected children and adolescents.

References

• Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention. Guilford Publications.
• Lyon, G. R., Shaywitz, S., & Shaywitz, B. (2003). Defining Dyslexia, Comorbidity, Teachers’ Efficacy, and Evidence-Based Practice. Annals of Dyslexia, 53(1), 1-14.
• Moats, L. C., & Spooren, T. (2008). Teaching reading: Evidence-based approaches. ASTE and Harvard University Press.
• Pugh, K. R., Mencl, W. E., Katz, L., et al. (2000). Neurobiological studies of reading and reading disabilities. Journal of Learning Disabilities, 33(1), 64-75.
• Richlan, F. (2012). Developmental dyslexia: Dysfunction of a left hemisphere reading network. Frontiers in Human Neuroscience, 6, 120.
• Scammacca, N., Roberts, G., Vaughn, S., et al. (2016). Evidence-based reading interventions for struggling readers in grades 4-12: A meta-analysis. Journal of Learning Disabilities, 49(4), 375-390.
• Shaywitz, S. E., & Shaywitz, B. A. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Developmental neuropsychology, 33(1), 54–72.
• Snowling, M. J., & Hulme, C. (2012). Interventions for reading and spelling in children with dyslexia: A review. Journal of Child Psychology and Psychiatry, 53(1), 64-72.