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Traumatic Experiences and Dyslexia

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Edited By Evelin Witruk and Dian Sari Utami

The main topics of the book are traumatic experiences, stress processing and dyslexia with some new perspectives on this old phenomenon. The authors of the book articles are from Indonesia, Sri Lanka, Morocco, Sudan, Iran, Spain, Syria, Portugal, and Germany. The interdisciplinary character of this book is represented in contributions of scientists from different areas of psychology, special education, and linguistics.

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Comprehensive Reading Difficulties on Sinhala Language of Dyslexic Students in Sri Lanka

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Abstract: According to the world declaration of “Education for All” that children, including children with dyslexia, have a right to education. In alignment with this, studies offering different perspectives on the education of dyslexic students have been carried out in many countries. However, only a very few research studies have been conducted in Sri Lanka. Also in Sri Lanka, teachers paid less attention to identifying students with dyslexia. Thus, this study attempts to investigate the comprehensive reading difficulties on the Sinhala language of dyslexic students in Sri Lanka. The study developed a qualitative research paradigm, adopting a multiple case study method and selecting a purposive sample of ten dyslexic students. Interviews, activity pack designed for the oral test, observations, medical reports of the dyslexic students and voice recordings of respondents were used for data collection. Data were analyzed and interpreted under five themes using within the case and cross-case analyzes, qualitatively as well as quantitatively. Findings of the study revealed that some common weaknesses exist in the comprehensive reading component of the language abilities as well as individual characteristics of each student in the sample. Under the five comprehensive reading difficulties investigated: (1) the ability to construct meaningful sentences declines when the number of words in a sentence is increasing, (2) grammatically correct sentences were able to construct only in present tense, (3) 60% of the sample successfully interpreted given symbols, (4) 70% of the sample was in satisfactory level of reading pictures replacing with appropriate words, and...

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