Supporting Children with Dyslexia and Its Impact on Child’s Early Education and Learning: A Perspective of Teachers and Parents

Supporting Children with Dyslexia and Its Impact on Child’s Early Education and Learning: A Perspective of Teachers and Parents

Table of Contents

INTRODUCTION

The proposed research study will cover various aspects related to dyslexia amongst children and further discover how teachers at school and parents at home can help the children in overcoming the adverse effects of this disease (Clark, et al., 2014). The research study will explore the ways in which dyslexia negatively affects the learning and reading abilities of children and the measures that are being adopted by teachers and parents to help children suffering from this learning disability (Ehardt, 2008). The proposed study will also aim at suggesting few effective measures that can be adopted to promote the well-being of children suffering from dyslexia along with helping them in improving their learning and reading skills.

The government of UK has been continuously taking measures to improve the condition of such children (Snowling, 2013). The past researches show that reading is the key ability that lays the foundation for the primary education of children (Aaron, et al., 2008). Several authors and researcher have agreed that reading and writing skills are interrelated and develop with the growth of listening and speaking abilities of children. It is important that all agencies should come together to form a robust mechanism that helps in overcoming the negative impact of learning disabilities caused by dyslexia (Ehardt, 2008). The aim would be to promote healthy learning during early years of child development. It is required that child development measures need to be thoroughly implemented, and both teachers and parents should equally participate to make the whole process effective (Du Pré, et al., 2008).

The implementation and development of a child development programme that will address the issues related to literacy difficulty caused by the dyslexia would require highly trained teachers and parents. It would be required that they must have all the knowledge about the disease and its effects on children’s capability to learn (Gavin, 2013). The proposed research study would essentially focus on answering how the teachers and parents contribute to helping a child with dyslexia in early education and learning. In what ways the parents and teachers helps a child suffering from dyslexia in getting basic education and learning in early years (Farrell, 2005).

LIST

The proposed research study will be conducted based on the secondary data collection and because of it the literature review is also going to play a very significant role (Roller & Lavrakas, 2015). The literature review will act as a knowledge base and will provide deep insight into the topics pertaining to dyslexia and its impact on the children’s early education. The researcher has gathered several publications particularly books and journals that cover various aspects related to the disease (Snowling, 2013). More importance is given to the recent publications while considering the relevancy of data and at the same time, giving guidance on how to carry out the research once the proposal is approved (Roberts-Holmes, 2014). The recent journals and books are expected to provide more accurate and relevant data in relation to studies and researches involving the early childhood development (O’Hara, 2011), giving weight to this proposal. The researcher has selected total 18 sources to produce a far argumentative literature review, which will cover the views of various authors pertaining to dyslexia and how it affects the learning ability and confidence the of children with others not affected (Alexander-Passe, 2006). Some of the academic articles and journals would provide relevant studies showing how the affected children have managed to cope with dyslexia (Ehardt, 2008).The in-depth study of the literature will enable the researcher in identifying the gap between past researches and current issues that are yet to be covered or has not been addressed earlier.

Several journals that are related to the learning disability caused by the dyslexia, which are taken by the researcher to address the issues that children suffering from dyslexia face and how they are able to manage the situation (Ehardt, 2008) . These journals also provide guidelines related to how research on children suffering from learning disabilities can be undertaken without harming their interest (Hulme & Snowling, 2013). The journal based on diagnosing and treating the learning disability amongst children that considers the models of learning will be beneficial for parents and teachers in indenting the symptoms of disease amongst children and its intensity (Aaron, et al., 2008). The journal on how the children suffering from dyslexia cope up with the disease, covers the psychological and physical condition of children under the influence of this disease and how it hampers their overall growth (Alexander-Passe, 2006). The journal will be helpful in providing insight into the life of such children and suggesting suitable measures that can contribute to improving their social and personal life.

ETHODOLOGY

There are three types of research approaches. The first one is a Qualitative research approach; second is quantitative research approach, and the third is a mixed approach (Hair, et al., 2015). The proposed research study involves the use of quantitative research approach as it aims at identifying relationship between two variables. The quantitative research approach is most suitable where it is required to analyse the relationship using statistical tools and can be presented in the form of graphs and tables (Roller & Lavrakas, 2015). The quantitative approach involves positivist approach. The positivism or post-positivism approach states that old thoughts do not necessarily stand right in the current scenario, and the experiments may produce very different outcome based on the relationship of variables (Cole, 2014). The researcher will use quantitative research approach to derive meaning from the secondary data collected. The secondary data collection aims at collecting suitable and reasonable data for identifying and establishing a relationship between two or more variables.

The reason researcher has selected the Quantitative research approach that it is a best suitable method to present the result in numerical or statistical form and involves the use of the cost-effective technique of data collection. The Qualitative approach is not preferred because it involves the use of interview method, which is time-consuming and is costlier as compared to gather data from secondary sources (Cohen, et al., 2007).

The proposed study will be based on the deductive approach, which involves testing or analysing the theories. The proposed research study will evaluate the views of various researcher and authors. Further, based on secondary data collection researcher will evaluate views to derive a suitable conclusion and provide a viable answer to the research question (Mitchell & Jolley, 2012). The research design on which the proposed research study will be based is descriptive, which means that it involves observing the relationship between variables and then based on the observation describing the results (Wilson, 2014).

For the purpose of data collection, the secondary data collection would be used by the researcher because of the reason that the researcher does not have access to primary data collection sources such as students and schools. For conducting the study, the researcher will gather information and data from secondary sources such as journals, books, online articles, websites, and other published sources. The secondary data collection requires much less time as compared to primary data collection and involves least monetary input (Mitchell & Jolley, 2012). The researcher will first gather several journals as well as other secondary sources and then collect relevant data from each related to dyslexia and its impact on child education (Alexander-Passe, 2006). The secondary sources will be used to define dyslexia, identifying its impact on learning abilities of children, identifying measures taken by government and healthcare authorities to support children suffering from this disease, measuring the extent to which teachers and parents can play a role in supporting children suffering from this disease, and at last for suggesting development in the area (Aaron, et al., 2008).

While conducting any research on the children, there are several types of ethical issues that need to be considered for ensuring that the research does not harm them, their families or society directly or indirectly (Roberts-Holmes, 2014). It is the duty of the researcher to make sure that the identity of the participant is kept confidential, and all rights are duly protected. The proposed research does not involve human participation for the purpose of data collection, as all the data are collected from secondary sources such as books, journals, articles, websites, etc (Bell, 2010).

The research will be using secondary data to prepare a documentary analysis of data and information gathered from different sources. The researcher will take all necessary consent from the respective authors or companies to modify or treat the data gathered from published sources or websites based on the guidelines laid down by the data protection act (Roller & Lavrakas, 2015). There are chances that that authors or websites may raise an issue for the use of data published by them, and it becomes necessary to take consent wherever required.

Apart from this, it is also necessary for the research to use proper sources and in-text citation wherever direct quotes are used from published sources. In the research study, the majority of ethical considerations are related to the data collection and use of collected data. It is the responsibility of the researcher to keep the ownership in mind while using any information from secondary sources. It means that if any data or figure is borrowed from any of the published sources or website it is the duty of the researcher to provide proper reference or state source from where fact and figures are taken (Shileds, 2010).

The research must not manipulate the results or data collected to show desired results or for personal benefit. The research is required to follow the aims and objective of the research to ensure that the study do not divert from its field and focus on answering the research question (Bell, 2010).

References

Aaron, P. G., Joshi, R. M., Gooden, R. & Bentum, K. E., (2008). Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading. Journal of Learning Disabilities, 41(1), pp. 67-84.

Alexander-Passe, N., (2006). How Dyslexic Teenagers Cope: An Investigation of Self-Esteem, Coping and Depression. Dyslexia, Volume 12, pp. 256-275.

Bates, T. C., (2006). Genes for reading and spelling. London Review Of Education, 4(1), pp. 32-47.

Bell, J., (2010). Doing your research project: a guide for first-time researchers in education, health and social science. 5th ed. Maidenhead: Open University Press/McGraw-Hill Education.

Carden, P., (2007). The LAMS design for diversity, leadership, followership and. Developmental Science, Volume 9, pp. 237-225.

Clark, A., Flewitt, R., Hammersley, M. & Robb, M., (2014). Understanding research with children and young people. London: Sage.

Cohen, L., Manion, L. & Morrison, K., (2007). Research methods in education. 6th ed. Oxford: Routledge.

Cole, A., (2014). The Implications of Consumer Behavior for Marketing A Case Study of Social Class at Sainsbury. s.l.:Anchor Academic Publishing (aap_verlag).

Collinson, C. & Penketh, C., (2010). ‘Sit in the cornet and don’t eat the crayons’: Postgraduates with dyslexia and the dominant ‘lexic’ course. Disability and Society, 25(1), pp. 7-19.

Du Pré, L., Miles, T. R. & Gilroy, D. E., (2008). Dyslexia at college. 3rd ed. London: Routledge.

Ehardt, K., (2008). Dyslexia, not disorder. Dyslexia, Volume 15, pp. 363-366.

Farrell, A., (2005). Ethical research with children. Maidenhead: Open University Press/McGraw-Hill Education.

Gavin, R., (2013). Dyslexia: A Practitioner’s Handbook. 4th ed. s.l.:John Wiley & Sons.

Hair, J. F. et al., (2015). Essentials of Business Research Methods. s.l.:Routledge.

Hulme, C. & Snowling, M. J., (2013). Learning to Read: What We Know and What We Need. Child Development Perspectives, 7(1), pp. 1-5.

Mitchell, M. & Jolley, J., (2012). Research Design Explained. s.l.:Cengage Learning.

O’Hara, M., (2011). Successful Dissertations: The Complete Guide for Education, Childhood and early Childhood Studies Students. London: Continuum.

Peer, L. & Reid, G., (2013). Introduction to Dyslexia. s.l.:Routledge.

Roberts-Holmes, G., (2014). Doing your early years research project: a step-by-step guide. 3rd ed. London: Sage.

Roller, M. R. & Lavrakas, P. J., (2015). Applied Qualitative Research Design: A Total Quality Framework Approach. s.l.:Guilford Publications.

Shileds, R. P. &. G., (2010). Cite Them Right. Palgrave Macmillan.

Snowling, M. J., (2013). Early identification and interventions for dyslexia:. Journal of Research in Special Educational Needs, 13(1), pp. 7-14.

Wilson, J., (2014). Essentials of Business Research: A Guide to Doing Your Research Project. s.l.:Sage.

NB: have edited according to citethemright referencing style in the Reference list, all of them.

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