It is important that these individuals seek not only professional development in the area but also an additional study (Bailey, 2008).
According to the paper Making Sense of the Different Theories (2010), “There are many different theories of dyslexia. Individual researchers pursue particular avenues of exploration. It is important to remember that research is ongoing and that our knowledge is still partial. It might be assumed that dyslexia theories have led to the development of associated teaching and learning approaches, but this is not always so. Teaching and learning approaches have often been developed from observation and experimentation by practitioners themselves. the links between theory and practice are not straightforward.”
Developmental abnormalities are thought to be to blame for the problems associated with dyslexia. The three theories that are currently being utilized to explain dyslexia are biological theories (genetics and neurology), cognitive theories (information processing), and social interactive theories (factors such as reading and spelling). There are both agreements and disagreements among these theories. These three theories together are called the causal modeling framework (Making Sense of the Different Theories, 2010).
When it comes to behavior, the factors that are biological and cognitive in nature can cause children difficulties. These difficulties can be in the areas of reading, phonology, naming, speech development, balance, the estimation of time, memory, spelling, phonics, and the detection of motion (Making Sense of the Different Theories, 2010).
There are a number of biological factors in the area of dyslexia. Some researchers believe that it may be genetic. However, there is a lot of disagreement regarding whether or not it is and, if so, what genetic markers cause it. Recent research on post-mortem individuals has shown differences in the language area of the brain between those with dyslexia and those without dyslexia. . .