2.2.1 The phonological processing deficit

Recall Alexander Faludy's difficulties in learning to read and write, and the other behavioural characteristics associated with having dyslexia. You might have noticed that many features of dyslexia point to a difficulty with some aspects of memory. That is, people with dyslexia have difficulty with tasks that require short-term memory processing such as mental arithmetic, writing and learning new information. However, these tasks have an additional feature in common: they contain a phonologi
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1.5.1 Definition by exclusion

A person is ‘dyslexic’ if no alternative explanation can be offered for their reading and writing difficulties.

In the UK, interest in children who showed a specific lack of ability in literacy grew as all children became entitled to a basic education. For the first time there was an expectation that all adults should be literate. Initially, it was proposed that specific difficulties in learn
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1.5 Defining dyslexia

The ongoing debate about dyslexia is reflected in the different approaches that have been taken to formally define it. Clearly this impacts on how dyslexia is defined in practice. The next three sections summarise how definitions of dyslexia have changed as our knowledge has increased. In short, there have been three main approaches to defining dyslexia: definition by exclusion, discrepancy definitions and the identification of positive indicators.


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1.4.1 What is dyslexia?

Dyslexia involves difficulties in learning to read and write. However, this is not the only form of difficulty that people with dyslexia experience. They usually have particular difficulties with coding, learning and retrieving associations between verbal and visual information. The most obvious example is when we have to learn what sounds the letters of the alphabet make, but this difficulty can also affect the speed with which dyslexic people are able to learn and recall the names fo
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1.4 Experiencing dyslexia

To illustrate just how problematic the idea of ‘abnormality’ is in practice, we will consider the condition of developmental dyslexia, dyslexia for short. Dyslexia is relatively common and you may have knowledge of it from friends or personal experience. The following section illustrates many of the difficulties experienced by people with dyslexia, and it also highlights more generally some of the problems that can occur if you are not, in some sense, ‘normal’.


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Conclusion

This free course provided an introduction to studying Health and Social Care. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner.


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Transportation
The objective is to get insight and practice in the design and use of mathematical models for the estimation of transport demand in the framework of major strategic transportation planning. The course consists of a number of lectures and several exercises in OmniTRANS.
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Internet Scout Project
Rensselaer Polytechnic Institute is the home of Project Links, an original site that combines the principles of mathematics with applied science and engineering topics. In most college curricula, math is a standalone subject, and students often find it difficult to relate what they learn to their other classes. Project Links offers a series of modules that introduce concepts like mechanical oscillations, electricity and magnetism, and system design. Each module starts with basic background infor
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Mathematical analysis
This is a module framework. It can be viewed online or downloaded as a zip file. As taught in 2007-2008 and 2009-2010. This module introduces mathematical analysis building upon the experience of limits of sequences and properties of real numbers and on calculus. It includes limits and continuity of functions between Euclidean spaces, differentiation and integration. A variety of very important new concepts are introduced by investigating the properties of numerous examples, and developing t
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Acknowledgements
This unit looks at a wide variety of ways of comparing prices and the construction of a price index. You will also look at the Retail Price Index (RPI) and the Consumer Price Index (CPI), indices used by the UK Government to calculate the percentage by which prices in general have risen over any given period. You wil also look at the important statistical and mathematical ideas that contribute to the construction of a price index.
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Learning outcomes
This unit looks at a wide variety of ways of comparing prices and the construction of a price index. You will also look at the Retail Price Index (RPI) and the Consumer Price Index (CPI), indices used by the UK Government to calculate the percentage by which prices in general have risen over any given period. You wil also look at the important statistical and mathematical ideas that contribute to the construction of a price index.
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Acknowledgements
This unit is the second in the MSXR209 series of five units on mathematical modelling. In this unit you are asked to relate the stages of the mathematical modelling process to a previously formulated mathematical model. This example, that of skid mark produced by vehicle tyres, is typical of accounts of modelling that you may see in books, or produced in the workplace. The aim of this unit is to help you to draw out and to clarify mathematical modelling ideas by considering the example. It assum
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Analysing skid marks
This unit is the second in the MSXR209 series of five units on mathematical modelling. In this unit you are asked to relate the stages of the mathematical modelling process to a previously formulated mathematical model. This example, that of skid mark produced by vehicle tyres, is typical of accounts of modelling that you may see in books, or produced in the workplace. The aim of this unit is to help you to draw out and to clarify mathematical modelling ideas by considering the example. It assum
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Learning outcomes
This unit is the second in the MSXR209 series of five units on mathematical modelling. In this unit you are asked to relate the stages of the mathematical modelling process to a previously formulated mathematical model. This example, that of skid mark produced by vehicle tyres, is typical of accounts of modelling that you may see in books, or produced in the workplace. The aim of this unit is to help you to draw out and to clarify mathematical modelling ideas by considering the example. It assum
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Acknowledgements
This unit is the third in the MSXR209 series of five units on mathematical modellng. It provides an overview of the processes involved in developing models, starting by explaining how to specify the purpose of the model. It then moves on to look at aspects involved in creating models, such as simplifying problems, choosing variables and parameters, formulating relationships and finding solutions. You will also look at interpreting results and evaluating models. This unit assumes that you have pr
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Learning outcomes
This unit is the third in the MSXR209 series of five units on mathematical modellng. It provides an overview of the processes involved in developing models, starting by explaining how to specify the purpose of the model. It then moves on to look at aspects involved in creating models, such as simplifying problems, choosing variables and parameters, formulating relationships and finding solutions. You will also look at interpreting results and evaluating models. This unit assumes that you have pr
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Acknowledgements
This unit is the fourth in the MSXR209 series of five units on mathematical modelling. In this unit you will be taken through the whole modelling process in detail, from creating a first simple model, through evaluating it, to the subsequent revision of the model by changing one of the assumptions. The problem that will be examined is one based on heat transfer. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2) and Developing
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Modelling heat transfer
This unit is the fourth in the MSXR209 series of five units on mathematical modelling. In this unit you will be taken through the whole modelling process in detail, from creating a first simple model, through evaluating it, to the subsequent revision of the model by changing one of the assumptions. The problem that will be examined is one based on heat transfer. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2) and Developing
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Learning outcomes
This unit is the fourth in the MSXR209 series of five units on mathematical modelling. In this unit you will be taken through the whole modelling process in detail, from creating a first simple model, through evaluating it, to the subsequent revision of the model by changing one of the assumptions. The problem that will be examined is one based on heat transfer. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2) and Developing
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Acknowledgements
This is the fifth and final unit in the MSXR209 series on mathematical modelling. In this unit we revisit the model developed in the first unit of this series on pollution in the Great Lakes of North America. Here we evaluate and revise the original model by comparing its predictions against data from the lakes before finally reflecting on the techniques used. This unit assumes you have studied Modelling pollution in the Great Lakes (MSXR209_1), Analysing skid marks (MSXR209_2), Developing model
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Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University