Dyslexia in Children and Adolescents
An Annotated Bibliography: Dyslexia in Children and Adolescents
Conduct an internal and external environmental analysis, and a supply chain analysis for your proposed new division and its business model.
Create a SWOT table summarizing your findings. Your environmental analysis should consider, at a minimum, the following factors. For each factor, identify the one primary strength, weakness, opportunity, threat, and trend, and include it in your table.
External forces and trends considerations:
Legal and regulatory
Internal forces and trends considerations:
Processes and systems
Write a synopsis of no more than 1,050 words in which you analyze relevant forces and trends from the list above. Your analysis must include the following:
Identify economic, legal, and regulatory forces and trends.
Critique how well the organization adapts to change.
Analyze and explain the supply chain of the new division of the existing business. Share your plans to develop and leverage core competencies and resources within the supply chain in an effort to make a positive impact on the business model and the various stakeholders.
Identify issues and/or opportunities:
Identify the major issues and/or opportunities that the company faces based on your analysis.
Generate a hypothesis surrounding each issue and research questions to use for conducting analysis.
Identify the circumstances surrounding each issue; classify the circumstances; attribute the importance of each classification; and test the accuracy of the importance for each classification.
Format your paper consistent with APA guidelines.
An Annotated Bibliography: Dyslexia in Children and Adolescents
Alt, M., Hogan, T., Green, S., Gray, S., Cabbage, K., & Cowan, N. (2017). Word Learning Deficits in Children with Dyslexia. Journal of Speech Language and Hearing Research, 60(4), 1012. https://doi.org/10.1044/2016_JSLHR-L-16-0036
The study sought to study the configuration stage of word learning among normal children with children with dyslexia. The children considered normal in the sample were 116 of them, and their counterparts were 68. The study involved children with games that required them to match names with objects while the researchers observed speed and accuracy. The study results showed that children with dyslexia showed some deficit while speaking and the processing of visuospatial and phonological was slow during transition moments. The other children normally performed as expected by the researchers.
Duff, F. J., Hulme, C., Grainger, K., Hardwick, S. J., Miles, J. N. V., & Snowling, M. J. (2014). Reading and language intervention for children at risk of dyslexia: a randomised controlled trial. Journal of Child Psychology and Psychiatry, 55(11), 1234–1243. https://doi.org/10.1111/jcpp.12257
A controlled trial to help intervene in children with risks of having dyslexia was conducted among 6-year-old children over a period of nine weeks. The trial looked into the reading and language intervention measures for the children. Others had been done before, but this trial failed according to the expectations. The period of the trial was deemed to be too short to impact oral language in the children. Taking the trial beyond the classroom may also have affected the results. The study though set a good precedent for future studies, especially when scheduling for trials to avoid such errors in the future.
Mohamad, S., Mansor, W., & Lee, K. Y. (2013). Review of neurological techniques of diagnosing dyslexia in children. In 2013 IEEE 3rd International Conference on System Engineering and Technology (pp. 389–393). IEEE. https://doi.org/10.1109/ICSEngT.2013.6650206
The authors are in the Electrical and Medical Engineering fields of science and technology. In the study, there is a focus on new imaging techniques revealing the anomalies in children with dyslexia. A path has been identified differentiating a normal brain function from that suffering from dyslexia. The authors suggest a specific technique, the EEG, that would help in the diagnosis of dyslexia among children in their early stages of development. Children can also be best guided how to learn better with the condition as would be fitting to their brain functioning style.
Berninger, V. W., Richards, T. L., & Abbott, R. D. (2015). Differential diagnosis of dysgraphia, dyslexia, and OWL LD: behavioral and neuroimaging evidence. Reading and Writing, 28(8), 1119–1153. https://doi.org/10.1007/s11145-015-9565-0
The study first focused on language as a potential area of disability affecting learning. The study took a representative sample of students to check whether SLD affected their written language with assessments. Upon identifying SLD, they prepared practical interventions to help. This way, they were able to differentiate problems arising from language impairment or level of working memory. They identified more variations among the students as some were affected by hereditary factors while others had individual SLD differences. The study showed that SLD across a child’s educational system could be identified and diagnosed. The study also brings out the uniqueness of SLDs from the other impairments under the study which were dysgraphia, dyslexia, and OWL LD.
Tamboer, P., Vorst, H. C. M., Ghebreab, S., & Scholte, H. S. (2016). Machine learning and dyslexia: Classification of individual structural neuro-imaging scans of students with and without dyslexia. NeuroImage. Clinical, 11, 508–14. https://doi.org/10.1016/j.nicl.2016.03.014
The study used machine learning to help understand dyslexia among people. The content of gray matter among the sampled showed it is 20% less compared to normal individuals whose gray matter were at 100%. Brain functions and anatomy was hard to differentiate between the two groups sampled, those with dyslexia and those who did not have it. The study showed that the sampled people with dyslexia showed different symptoms meaning it is not uniform among people hence each case should be treated differently.
Trautmann, M. (2014). A neuro-constructivistic research strategy to study the underlying causes of dyslexia. Translational Developmental Psychiatry, 2(1), 21684. https://doi.org/10.3402/tdp.v2.21684
The work suggests a practical research study followed when conducting a neuro-constructivistic research. The study suggests incorporating a model with different facets that can be practiced over a given period looking into all the development stages of perception, attention and higher cognition which are the singular, bi-, and cross-modal stages. The study pointed out that it is still necessary to consider risk factors or family factors that have over time been associated with causing dyslexia.