Dyslexic students in english language classes

Incidence

Each of these difficulties occurs along a continuum. It is not a case of either you are dyslexic or not. The degree of cognitive difficulty will determine how much difficulty you have, or how dyslexic you are. For this reason, any categorical statement of prevalence must be dependent upon the criteria set out. For example, if you want to say that anybody is, say, two standard deviations from the mean, this means that 2.39% of the population will fall into this category. If you have less stringent criteria, then you will have more individuals identified. A criterion of one standard deviation will mean about 17% of the population.

10. Difficulties in different languages

Before we leave this section, let us ask the question if dyslexia is the same in all languages. The answer is no; dyslexics using in different languages may have different underlying causes of their difficulties. It is widely reported that the phonological manipulation skill deficit is the biggest problem in English, where there is poor letter-to-sound correspondence. In Hungarian, where there is good letter-sound correspondence, it is auditory processing that is more predictive of difficulties. This is also the important in Chinese, though visual skills can also be an issue in many individuals.

To give a more concrete example, consider the Hungarian language, for which teaching resources for dyslexics have been available since 1916. The Hungarian language is very regular, with an almost perfect letter to sound

correspondence. But try reading or spelling “accurately and fluency” the Hungarian word for “at risk of dyslexia” – diszlexiaveszélyeztetettség.
Phonological skills such as rhyming are not an issue since they do not need to use this component for analogy. However, sound discrimination, segmentation and auditory memory are very important.

For this reason, we need to add that "the manifestation of dyslexia in any individual will depend not only upon individual cognitive differences, but also the language used." Note that the stress here is the outcome of the assessment of the individual. As previously discussed, how dyslexics as a group respond will, at best, provide some indication as to probable causes. It does not tell us the specific difficulties of any individual, which can only be identified by the use of appropriate assessment.