Reading habits of the dyslexic child

Abstract

The main purpose of this study is to investigate the reading habits of dyslexic children when compared to non-dyslexic children, aged eight to ten years of age. Reading habits start at home and are further developed at school, thus this study attempts to examine the views children's parents have and what teachers do to promote reading habits in class. The first chapter introduces the study and the aims for carrying out this research. The second chapter presents the reader with an understanding of reading, specific reading difficulties and the acquisition of literacy. The chapter proceeds by giving different definitions of the term dyslexia, its biological basis, neurological differences and a brief historical overview. Chapter Three describes the procedure for the selection of the sample together with the research methods. Chapter 4 presents the results of the study together with a discussion. The final chapter concludes the study. Most dyslexic children like books, however they do not enjoy reading since it is a stressful activity for them. Because of their reading impairment, most of them cannot read on their own. They cannot choose any book they like and have to read books much below their chronological age. Parents of dyslexic children are conscious of the importance of reading and are interested to know what the school offers to cater for children's needs. When parents seek support they do not always find it. Teachers, on the other hand, cannot give individual attention as they have the syllabus and the rest of the class to cope with. Resources used with dyslexic children can be further adapted to meet the dyslexics' needs.