Hi, this is Kay. Can you do this paper for my daughter and have it ready by Oct 9 at 10 am Eastern Standard time.
Research paper
#1 will require you to argue for your own perspective on the selected topic (Dyslexia). Your goal is
to effectively argue for your standpoint
using the rhetorical appeals. The research paper’s thesis statement must be
supported throughout the argument. Avoid digressing from the thesis statement
at any stage of the research paper. The argumentation or persuasion research
paper will require the use of seven (7) sources that I have already provided
you with the annotated bibliography that I want you to use
(listed below) on .Dyslexia. Research paper needs to be 4-5 page
double-spaced pages.
Annotated Bibliography
Williams, J., Lynch, S. (2010).
Dyslexia: What Teachers Need to Know. Kappa
Delta Pi Record, 46 (2).
Joan
Williams and Sharon Lynch conducted a research which examines basic issues
which every teacher needs to know about dyslexia. They covered definition of
the disease, myths which are connected with dyslexia, the way the disease
influences education of children at educational settings of various levels, and
general dyslexia characteristics. Addressing the problem, the researchers have
also defined a range of strategies which are considered effective when it is
necessary to promote academic achievements of children who were diagnosed with
dyslexia.
Williams
and Lynch conducted a vast literature review which was supported by experience
of some teachers who worked with dyslexia children. Examination of the
literature in complex with practical knowledge allowed the researchers to
analyze the problem and clearly explain its core and also introduce tactics to
be used when it comes to work with dyslexia children.
The
most important findings of the article are breaking myths about dyslexia and
sharing ideas on managing and improving achievements of the students who have to
study and experience consequences of the disease.
The
article brings a very important contribution both to the general knowledge
about the disease and to personal one. The reason is that it breaks the wrong
associations and misbelieves which might affect teaching of dyslexia children
in a negative way and bring dreadful consequences. However, reading the article
is the first step towards prevention of such situation and more effective
teaching of children with dyslexia.
The
article is well written and it involves great research which is combined with
practical knowledge. Partially it is aimed at the audience which has no
knowledge about dyslexia, and the researchers provide general knowledge and
report on the most widespread principles. However, the new ideas are also
present in the article. They are breaking the myths and introduction of
effective tactics to promote effective teaching in the class where children
have dyslexia.
Aldridge, J. (2007). Rethinking
Dyslexia, Scripted Reading, and Federal Mandates: The More Things Change, the
More They Stay the Same. Journal of
Instructional Psychology, 34 (1).
Jerry
Aldrige conducted a research and wrote an article which reveals some problematic
areas and misleading of the professionals who develop programs to make
education of children with dyslexia more effective.
In
order to conduct the research, author of the article examined literature of the
world known experts in the issue and also analyzed federal mandates and
scripted reading programs which are aimed to help the children who have
problems with reading because of dyslexia.
Findings
of the article Rethinking Dyslexia,
Scripted Reading, and Federal Mandates: The More Things Change, the More They
Stay the Same state that the programs which are developed by the
professionals on the disease do not always represent the best actions to be
taken. However, it is much more important for educators to make local decisions
and help children with dyslexia to learn reading with the help of actions which
are based on the teachers’ personal experience of work with these children and
their personal judgment.
There
can be no doubts that this research is a significant step towards improvement
of teaching of children with reading disorders as it promotes personal approach
to each of the students. The article also contributes to personal knowledge of
each of the readers, breaking the stereotypes and demonstrating importance of
implementation of leadership qualities when it comes to teaching children with
dyslexia.
Jerry
Aldrige conducted a vast research and thorough analysis of literature in order
to conduct the research, which is represented in the form of a well-written
article, sharing information about background of dyslexia studies and
emphasizing the importance of individual approach to each child.
Wadlington, E., Jacob, S., Bailey, S.
(1996). Teaching Student with Dyslexia in the Regular Classroom. Childhood Education, 73(1).
Elizabeth
Wadlington, Shirley Jacob, and Sandra Bailey examine the problem of dyslexia in
many students and provide general instructions on the way to manage learning in
such children effectively.
Similarly
to many other researches, this one involves analysis of numerous literature
resources, many of which are peer reviewed. However, what differs the article Teaching Student with Dyslexia in the
Regular Classroom from other researches, is that it does not only provide
instructions on effective teaching, but also explains how to help children with
dyslexia on each particular class and with various tasks as, for example, Art
and classes where tests should be taken, are of different level of difficulty,
so they should be managed in different ways.
Findings
of the article are related to various areas of education as they explore how
teachers should act at each class. This information brings a very important
contribution to the general knowledge about dyslexia and to personal awareness
of the disease as well, as it does not only give the general information, but
divides instructions into categories of various subjects and tasks.
The article has a clear structure and it is
well written. There can be no doubts that significant research was conducted in
order to develop recommendations for teaching children with dyslexia and
contribute to their knowledge of various subjects. These are the new ideas
which are delivered by the authors and which are valuable both form theoretical
and practical implications.
Abadiano, H. (2001). Children with
Dyslexia: Research Responds to Frequently Asked Questions. New England Reading Association Journal, 37(3)
Children with Dyslexia: Research
Responds to Frequently Asked Questions
by Helen Abadiano is a detailed research on the issue of dyslexia, which is
aimed at development of skills to recognize the disease, and help children who
have it to learn in the mainstream classroom.
Author
of the article analyzed several sources of information to conduct the research.
Probably, because the amount of the information chosen was not vast, the
article contains only general instructions on recognition of the disease and
ways to help children who have it.
The
article is very beneficial for the teachers who work in the mainstream
classrooms and have never faced cases of dyslexia. However, those experienced
might also find some new knowledge on management and improvement of outcomes of
learning in children who have been diagnosed to have dyslexia.
The
article is well written, it involves citations of famous authors. However, the
research itself reveals basic information only, but it also might be beneficial
for some educators.
Wadlington, E., Wadlington, P.
(2005). What Educators Really Believe about Dyslexia. Reading Improvement, 42(1).
Elizabeth
and Patrick Wadlington are researchers who, in their article What Educators Really Believe about Dyslexia
have reached several aims. These are creation and validation of a scale to
measure beliefs which are connected with dyslexia; usage of the scale to
examine the beliefs which are possessed by teachers in terms of dyslexia, and
recommend some ways to improve preparation of the students with dyslexia.
The
most important findings of the article reveal ways to contribute to education
of children with dyslexia disorders and they can be used by the educators in
their practice, and also in theory to make even greater contribution to the
dyslexia knowledge.
The
research is professionally written, it has a clear and logic structure and a
vast literature review and analysis was performed to develop the instructions
concerning further actions.
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