Table of ContentsDescription of the DisorderDescription of the Case StudyEvidence Reference List: Description of the Disorder Dyslexia is a condition in which an individual exhibits language impairment and/or difficulty in reading. The term "dyslexia" was developed by Rudolf Berlin in 1887, believing that a form of reading inability was caused by brain damage. He distinguished between severe brain damage (alexia) and partial brain damage (dyslexia). Berlin then focused on two main categories of effects of physical trauma: acquired dyslexia and developmental dyslexia (Wager, 1973). Understanding the differences between these two types is important because it helps understand the different effects they have on individuals. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay Acquired dyslexia refers to a reading disorder present in an individual who once had the ability to read normally but lost it due to brain damage. On the other hand, developmental dyslexia occurs when an individual (often a child) has reading disabilities due to problems related to their developmental stages in life and therefore has never been able to read normally at departure. It is a condition that affects reading, writing and spelling abilities and impacts an individual's ability to understand and interpret language. It is imperative to note that dyslexia does not determine a person's intelligence level or visual ability. Reading is a complex process and reading disorders result from deficits in different aspects. Additionally, different types of dyslexia can affect individuals specifically. The reading process involves two key processes: “lexical” and “non-lexical” skills. This is evident in the dual pathway model developed by Max Coltheart in 1978. This model explains the process of reading letters and printed words, down to how they understand and interpret them to produce phonation/speech. The lexical route (left side) displays the entire verbal aspect of reading in which an individual can recognize the word, its meaning and its phonic requirements then produce speech. The non-lexical (right side) is associated with letter-sound rules which explore an individual's ability to work with letters and sounds that they interpret by seeing a word, and thus convert it into speech (Ziegler et al, 2008). Description of the Case Study The selected case study “A Case Study of Developmental Phonological Dyslexia” (Temple & Marshall, 1983) explores a HM subject whose reading abilities are analyzed in depth to understand his condition. In doing so, researchers were able to gather information from its test results, draw conclusions, and synthesize hypotheses. HM is a 17 year old girl, of average good intelligence, with a reading age of 10 years 11 months. She has difficulty with nonword reading compared to word reading, in which she cannot read any long nonwords or unusual long words. This is evident through his inability to read words whose stimuli are distorted enough to limit overall perception. The case study focuses primarily on HM's phonological disabilities, as well as other reading errors such as derivational or visual paralexias. The characteristics found in the results of the different HM tests were found to be similar and consistent with other reported cases of acquired phonological disabilities. dyslexia. The study ofcase confidently diagnoses HM as a developmental phonological dyslexic. The case study begins with the background of the history, characteristics, definitions and explanations of dyslexia to enable readers to first have an adequate overview of dyslexia. The focus then shifts to the case report where more details of the subject are given, and the intelligence/abilities/aptitudes are explained and compared to those of the average child, e.g. verbal and speech test results. performance of HM. The case report breaks down the HM analysis into subcategories such as “reading without words,” “reading with words,” “spelling and writing,” and “additional testing” (Temple & Marshall, 1983). The case study explicitly explores the characteristics, processes and explanations of why various tests were submitted to HM. This allows readers to understand how HM's particular case of phonological dyslexia compares to other reported similar case studies or other types of dyslexia. Description of Cognitive Theory The dual pathway theory developed by Coltheart is a universal model used by researchers, psychologists, sociologists, and cognitive scientists to deepen their understanding of reading processes and deficiencies. The model shows how two main pathways (lexical and non-lexical) explain the process by which an individual initially visualizes and identifies printed letters, to the point of producing speech sounds from them. Reading disorders occur when there is a problem in one or both pathways. With the two main pathways, two distinct conditions are therefore associated: phonological dyslexia (non-lexical pathway) and surface dyslexia (lexical pathway). The lexical pathway includes three major aspects that help the individual produce speech. The first step is to access the written word store which contains familiar word recognition. When printed letters are identified, the individual can access a reservoir of knowledge and memory where the representation of the letters can be constructed. Inability to access this store of written words will result in a condition known as surface dyslexia in which the individual is poor at whole word reading (i.e., sight vocabulary). Next comes access to the store of meaning of words where when affected it is usually a case of hyperlexia where the individual can accurately read the word aloud but is unable to make sense of it. understand the meaning. The spoken word store is the final stage of the lexical journey where Once the individual has accessed the familiarity and meaning of a word, they can relate these to the pronunciation of the word and thus produce speech. The non-lexical journey includes a part: letter-sound rules. Speech production arises from the individual's ability to pronounce letters and construct words based on letter sound rules. For example, understanding how the individual letters "d", "o" and "g" are formed to pronounce the word "dog" in its phonic meaning. When this process of the dual pathway model becomes deficient, we speak of phonological dyslexia where the individual has poor knowledge of letter-sound rules, therefore poor non-lexical reading ability. This is evident in individuals who have difficulty reading nonsense words and tend to read these words as the most similar word. These are known as “lexicalization errors.” Evidence In the case study, subject HM is diagnosed as a developmental phonological dyslexic. We can then say that his condition comes from a deficit in his non-lexical pathway. She has problems with her grapheme-phoneme rules, which prevents her from