THE MAGNOCELLULAR THEORY OF DYSLEXIA: AN OVERVIEW, SUB-CATEGORIES AND APPLICATION IN TEACHING

Authors

  • Duduzile Nkomo University of Venda, Bag X5050, Thohoyandou, 0950, South Africa
  • Buyisani Dube University of Mpumalanga, Bag X11283, Siyabuswa, 0472, South Africa

DOI:

https://doi.org/10.46827/ejse.v0i0.2632

Keywords:

application, dyslexia, magnocellular theory, reading, teaching

Abstract

Worldwide, the acquisition of competent reading skills is recognised as one of the fundamental aspects in education since reading forms the basis of all academic learning. Notwithstanding this, the number of learners who do not perform well at school due to low reading levels seems to be increasing over the years in most African countries. A significant number of these is diagnosed to be dyslexic. In view of this, several researchers have taken great strides to develop theories that define dyslexia. However, none of these has managed to give an inclusive and convincing argument that is relevant in all contexts. This article therefore, focuses on the magnocellular theory in its attempt to combine the hypotheses of all major theories of dyslexia in explaining the experiences encountered by affected learners. An overview of this theory and its application in the teaching and learning process is examined as the discussion unfolds.

 

Article visualizations:

Hit counter

DOI

References

Autrey, S., and S. DeMuth (2012). Processing Deficits, Specialized Instruction and Accommodations. IDEAS Conference St: Simons Island.

Benasich, A. A., and R. H. Fitch (2012). Developmental Dyslexia Early Precursors, Neurobehavioral Markers, and Biological Substrates. Baltimore: Brookes Publishing.

Bell, L., and H. Stevenson (2006). Education Policy: Process, Themes, and Impact. Oxford: Routledge.

Berninger, V. W., and B. Wolf (2009). Teaching students with dyslexia and dysgraphia lessons from teaching and science. Baltimore: Paul H. Brookes Publishing.

Bexkens, A., J. Tijms., and W. Van den Wildenberg (2014). Rapid automatized naming (RAN) in children with dyslexia: Is inhibition involved? Paper presented at the 7th BDA International Dyslexia Conference: Harrogate.

Birsh, J. R. (2011). Connecting research and practice: Multisensory teaching of basic language skills. 3rd ed. Baltimore, MD: Paul H. Brookes Publishing.

Clark, D. L., N. N. Boutros, and F. M. Mendez (2010). The Brain and Behavior: An Introduction to Behavioral Neuroanatomy. Cambridge: Cambridge University Press.

Cylak, E. (2010). The Studies about Phonological Deficit Theory in Children with Developmental Dyslexia: Review. American Journal of Neuroscience 1 (1): 1-12.

D’ Angelo, E., and S. Casali (2013). Seeking a Unified Framework for Cerebellar Function and Dysfunction: From Circuit Operations to Cognition. Frontiers in Neural Circuits 6 (16): 1-23.

Dulude, L. (2012). Writing Systems, Phonemic Awareness, and Bilingualism: Cross-linguistic Issues in Dyslexia. Journal of Cognitive Science 7 (1): 1- 9.

Fostick, L., S. Bar-El, and R. Ram-Tsur (2012). Auditory temporal processing and working memory: Two independent deficits for dyslexia. Psychology Research 2 (5): 308-318.

Kamala, R. (2014). Multisensory Approach to Reading Skills of Dyslexic Students. IOSR Journal of Humanities and Social Science 19 (5): 32-34

Kasim, T. S. A. T. (2014). Teaching Paradigms: An Analysis of Traditional and Student-Centred Approaches. Journal of Usuluddin 40: 199-218.

Kranich, S., and G. Lupfer (2014). Evaluating the Magnocellular Deficit Theory of Dyslexia Using the Flash-Lag Effect. Journal of Articles in Support of the Null Hypothesis 10 (2): 83-92

Marogna, V. (2012). Dyslexia and Foreign Language Teaching: A Survey on the Implementation of Accommodations towards Dyslexia Learners. Venezia: University of Venezia.

Marshall, A. (2008). Dyslexia: Quick Fix or Hard Slog? Broomfield School Sabbatical Report.

Mather, N., and B, Wendling (2012). Essentials of dyslexia assessment and intervention. Hoboken, NJ: John Wiley & Sons.

Moats, L. C., and K. E. Dakin (2008). Basic facts about dyslexia and other reading problems. Baltimore, MD: The International Dyslexia Association.

Mohammedsiraj, H. (2015). The Practices of Instructional Supervision in Government Preparatory Schools of Arsi Zone, Oromia Regional State. Haramaya: Haramaya University.

Moustafa, A., and M. Z. Ghani (2016). The Effectiveness of a Multi-sensory Approach in Improving Letter-sound Correspondence among Mild Intellectually Disabled Students in State of Kuwait. Journal of Education and Practice 7 (32): 151-156.

Press, L. J. (2012). Historical Perspectives on Auditory and Visual Processing. Family Eye care Associates: New Jersey.

Prestes, M. R. D., and M. A. G. Feitosa (2015). Theories of Dyslexia: Support by Changes in Auditory perception. PsicologiaTeoria and Pesquisa 32 (24): 1-9.

Ramus, F. 2004. Neurobiology of Dyslexia: A reinterpretation of the data, Trends in Neurosciences, 27 (12): 722-726.

Ramus, R., C. R. Marshall, S. Rosen, and K. J. Heather (2013). Phonological Deficits in Specific Language Impairment and Developmental Dyslexia: Towards a Multidimensional Model. Brain, 13 (6): 630–645.

Richardson, U., J. M. Thomson, S. K. Scott, and U. Goswami (2004). Auditory Processing Skills and Phonological Representation in Dyslexic Children. Dyslexia 10 (3): 215–233

Ritchey, K. D., andJ. L. Goeke (2006). Orton-Gillingham and Orton-Gillingham-Based Reading Instruction: A Review of the Literature. The Journal of Special Education 40 (3): 171-183.

Stein, J. F. (2018). The Magnocellular Theory of Developmental Dyslexia. Dyslexia, 7 (1): 12-36.

Swanson, H. L., K. R. Harris, and S. Graham (2013). Handbook of Learning Disabilities. Riverside: Guilford Press.

Tallal, P. (2012). Improving Neural Response to Sound Improves Reading. PNAS, 109 (41): 16406–16407

Trezek, B. J., and G. R. Hancock (2013). Implementing Instruction in the Alphabetic Principle within a Sign Bilingual Setting. Journal of Deaf Studies and Deaf Education 18 (3): 391-408.

Vaughn, S., J. J. Wanzek, C. S. Murray, G. Roberts (2012). Intensive interventions for students struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Woollams, A. M. (2014). Connectionists Neuropsychology: Uncovering Ultimate Causes of Acquired Dyslexia. Manchester: Royal Society Publishing.

Downloads

Published

2019-09-17

Issue

Vol 5, No 1 (2019)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).