Module Six Short Paper Guidelines And Rubric 358739

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

Introduction

Learning and memory are fundamental cognitive processes that significantly influence a child's development and daily functioning. Deficits in these areas can arise from various causes, including congenital conditions or acquired brain injuries. This paper explores specific learning and memory deficits in children and adolescents, their neurological underpinnings, and the implications for daily life. Additionally, it discusses assessment strategies and intervention techniques to detect and address these cognitive challenges.

Description of Learning and Memory Deficit

One prominent example of a learning deficit is Developmental Dyslexia, a reading disorder characterized by difficulties with accurate and/or fluent word recognition, decoding, and spelling, despite adequate intelligence and educational opportunities. Dyslexia affects approximately 5-10% of school-aged children and manifests as persistent reading challenges that interfere with academic achievement and self-esteem (Shaywitz, 2003). The core deficit in dyslexia is often related to phonological processing impairments, which hinder the ability to map sounds onto written symbols effectively. This deficit can be traced to disrupted neural pathways responsible for phonological decoding and linguistic processing.

Brain Structures and Circuits Involved

Research indicates that dyslexia is associated with atypical functioning and structural differences in critical brain regions involved in reading and language processing. The left temporoparietal cortex, including the supramarginal gyrus and superior temporal gyrus, is pivotal for phonological processing and decoding skills (Shaywitz & Shaywitz, 2008). Additionally, the left occipitotemporal area, often termed the 'visual word form area', plays a vital role in rapid word recognition (Cohen et al., 2002). Abnormalities or underactivation in these regions have been linked to reading difficulties. The arcuate fasciculus, a white matter tract connecting these regions, also shows altered integrity in individuals with dyslexia, affecting the efficiency of communication between language comprehension and production centers (Vandermosten et al., 2012).

Impacts on Daily Functioning

The deficits associated with dyslexia significantly impact academic performance, leading to challenges in reading comprehension, spelling, and written expression. These difficulties can result in frustration, decreased motivation, and secondary emotional problems such as anxiety or reduced self-confidence. Socially, children with dyslexia may experience stigmatization, peer rejection, or withdrawal due to their reading challenges (Kendeou et al., 2014). Emotionally, persistent failure in academic tasks can lead to low self-esteem, depression, or anxiety disorders, which further impair social interactions and overall well-being.

Assessment Strategies

The detection of dyslexia involves a comprehensive battery of assessments. Standardized intelligence tests, such as the Wechsler Intelligence Scale for Children (WISC), help rule out intellectual disabilities. Specific reading assessments, including phonological awareness, decoding skills, and reading fluency tests, are essential. The Woodcock-Johnson Tests of Achievement and the Gray Oral Reading Test (GORT) are commonly used to quantify reading difficulties (Raschle et al., 2012). Neuroimaging techniques like functional MRI (fMRI) may also provide insights into atypical activation patterns in language-related brain regions, although they are primarily used in research settings.

Interventions for Treatment

Effective interventions for dyslexia revolve around phonological awareness training, structured literacy programs, and multisensory teaching approaches. Programs like Orton-Gillingham and Wilson Reading System emphasize explicit instruction in phonics, decoding strategies, and fluency building (Moats & Lyon, 2016). Additionally, assistive technology tools, such as text-to-speech software and audiobooks, can supplement learning and improve reading engagement. Cognitive-behavioral therapy (CBT) might be beneficial to address secondary emotional issues like anxiety or low self-esteem resulting from academic struggles. Early identification and intervention are crucial for improving outcomes and minimizing the impact on daily functioning.

Conclusion

Learning and memory deficits like developmental dyslexia significantly influence a child's academic, social, and emotional development. Understanding the neural substrates involved provides insights into targeted interventions. Through comprehensive assessments, evidence-based instructional strategies, and emotional support, children with dyslexia can develop effective reading skills and improve their overall quality of life.

References

• Cohen, L., Dehaene, S., Naccache, L., Lehericy, S., Dehaene-Lambertz, G., Henaff, M. A., & Michel, F. (2002). The visual word form area: Evidence from a lesion and fMRI study. Brain, 125(5), 991–1012.
• Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2014). Predicting reading comprehension in early elementary school: The independent contributions of oral language and code-related skills. Journal of Educational Psychology, 107(3), 758–769.
• Moats, L. C., & Lyon, G. R. (2016). Beginning to read: Thinking and learning about print. Paul H. Brookes Publishing.
• Raschle, N. M., Chang, C. Y., & Gaab, N. (2012). Functional characteristics of the brain in children and adolescents with dyslexia. Current Opinion in Behavioral Sciences, 8, 61–67.
• Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Knopf.
• Shaywitz, S., & Shaywitz, B. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Developmental Review, 28(2), 104–118.
• Vandermosten, M., Boets, B., Wouters, J., & Ghesquière, P. (2012). A review of diffusion tensor imaging studies in dyslexia. Neuroscience & Biobehavioral Reviews, 36(6), 1532–1552.