Dyslexia

BIOLOGY PROJECT CLASS XII

By : Juhi Sinha XII-A

CERTIFICATE

This is to certify certify that Juhi Sinha of Class XII-A has completed her project under my supervision and guidance and to my full satisfaction. I als also cert certif ify y tha that info inform rmat atio ion n conta ontain ined ed in this this  project is true and authentic to best best of my knowledge.

ACKNOWLEDGEMENT

I would like to thank my BIOLOGY Teacher  rs. !ratalekha ajjumdar for her interest and valuable guidance without which the work could not have been completed. I would also like to e"press my deep appreciation to my colleagues for providing me with their valuable suggestions and comments for  improvement of project. ost importantly I would like to thank the board for   providing me with such a nice opportunity that helped me to get a better insight and a practical knowledge about the subject. Juhi Sinha

AIM

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DYSLEXIA

The word #dysle"ia# comes from the $reek and means #difficulty with words%. It is a difference in the brain area that deals with language. It affects the underlying skills that are needed for learning to read& write and spell. 'rain imaging techni(ues show that dysle"ic people process information differently. !eople with dysle"ia tend to be )right brain* thinkers. The right hemisphere of the brain is associated with creativity& intuition& imagination& patterns and holistic view of the world. The left hemisphere is associated with activities re(uiring se(uencing& ordering& and the use of language& such as reading& writing& spelling timekeeping and organisation. Around +, of the population is severely dysle"ic. A further , have mild to moderate problems. ysle"ia occurs in people from all backgrounds and of all abilities. ysle"ic people& of all ages& can learn effectively but often need a different approach to suit their learning style. ysle"ia is a pu//ling mi" of both difficulties and strengths. It varies in degree and from person to  person 0upport can be provided based on individual need& in relation to the person dysle"ic difficulties.

1ach case of dysle"ia is different and should be viewed individually. P!!i$&% !",%n"h! •

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Innovative thinkers 1"cellent trouble shooters Intuitive problem solving Creative in many different ways 2ateral thinkers

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3eading hesitantly isreading& making understanding difficult ifficulty with se(uences& e.g. getting dates in order !oor organisation or time management ifficulty organising thoughts clearly or  structuring written work 1rratic spelling !oor short-term memory

ysle"ia is a subtle and comple" syndrome not easily defined& however& the following definition provides not only a comprehensive overview of the difficulties& but offers a more positive and encouraging way to view dysle"ia4 “Dyslexia is a neurological difference or dysfunction in persons of any IQ level, from below average to  gifted. It is a neurological status which may cause academic difficulties and impede the ability to organize, plan and schedule effectively. As a status, it  is permanent and irreversible. any dyslexics have in common a history of frustration and failure, especially in school. !he difficulties, however, are  surmountable. Dyslexics also have uncommon gifts,  s"ills and talents in many fields# the creative arts, architecture engineering, construction mathematics  physics, electronics, computer science, law, medicine, ban"ing and finance, sports entertainment and  others. In the best circumstances, dyslexia is an opportunity to excel$. Wha" )au!%! Dy!&%'ia

ysle"ia can be hereditary& so other family members may show similar characteristics& or it may be ac%uired, for instance through minor damage at birth& head injury& illness or stroke.

Although dysle"ia cannot be made to disappear& its effects may be much reduced when people with dysle"ia learn in ways that suit them& and at their own speed. ysle"ic people can create and adapt strategies to help them to overcome many of their  difficulties S)i%n"i*i) ,%!%a,)h Th%,i%! * #%/%&+0%n"a& #y!&%'ia

The following theories should not be viewed as competing& but viewed as theories trying to e"plain the underlying causes of a similar set of symptoms from a variety of research perspectives and  background. R%!%a,)h u!in *un)"ina& $,ain !)an "%)hn&y

A 5niversity of 6ong 7ong study argues that dysle"ia affects different structural parts of children#s  brains depending on the language which the children read. The study focused on comparing children that were raised reading 1nglish and children raised reading Chinese. 5sing 3I  technology researchers found that the children reading 1nglish used a different part of the brain than those reading Chinese.

3esearchers were surprised by this discovery and hope that the findings will help lead them to any neurobiological cause for dysle"ia. R%!%a,)h a&! in#i)a"%! G%n%"i) *a)",!

0tudies have linked several forms of dysle"ia to genetic markers. 8ne major genetic study identified a region on chromosome & CC9& as possibly linked to dysle"ia. As of 9::;& genetic research in families with dysle"ia have identified nine chromosome regions that may be associated with susceptibility to dysle"ia. 6owever& several of the major studies have not been replicated. Phy!i&y

odern neuroimaging techni(ues such as functional agnetic 3esonance Imaging = 1nglish& @rench& and Italian dysle"ics were found to have the same brain function signature when studied with functional magnetic resonance imaging