Wk7-Journal: Writing & Revising your Draft
Writing and revising your draft is addressed in Pan, Chapters 8-12 and summarized in Checklists # 8-12. List and discuss your three most helpful points related to writing and revising your draft.Navigating the Complexities of Dyslexia in Special Education: A Literature Review for Ages 3-13
Make sure
Demonstrates scholarly understanding of journal topic through in-depth responses to questions with complex applications of newly learned skills.
Evidence is scholarly and used effectively to develop argument. Researched evidence effectively supports writer’s literature review topic and counter-argument or multiple perspective is free from opinion, but does not overwhelm it. All research is cited. Quotes are blended and explained with transitions.
Journals for Literature Review are found in Modules 1-7. Select a topic for the literature review from the course readings that expand your research interests already in progress in your Graduate Repository. The weekly journals are personal interactions with the Pan Book to support your understanding of how to create a literature review.
Unlike Discussion Boards, your academic journal entries will not require citations. The rationale for the design of these journal entries is intended for you to discuss and share with your professor your efforts to identify a research topic from course readings, gain sufficient knowledge of the topic through selecting pertinent research, search the literature and build an outline that reflects the critical components of your topic through formulating subheads on what you discovered the literature is saying about your topic that will result in creating a strong literature review. In short, you will learn the rules of academic writing.
As doctoral students, this process will give you the tools to build your literature review for the major assignment in this course. This process will also prepare you to craft a literature review for your dissertation which is the most important foundational piece of your original work. In each journal entry, a new step in the process of creating your literature review will be discussed each week. After writing your journal responses, your professor will offer personal feedback and individual guidance in the comment section. Journal topics are discussed in each of the Modules.
Pan, M. L. (2017). Preparing literature reviews (5th edition). Routledge Publishing. ISBN 978-1-936-52339-9 Chapters 8-12
Details
Please follow and cover this outline
Outline:
I. Introduction
A. Prevalence of Dyslexia in Early Childhood Education
B. Significance of Early Detection and Intervention C. Purpose and Scope of the Review
II. Conceptual Framework
A. Definitions and Key Terms Related to Dyslexia
B. Theoretical Models of Reading and Dyslexia
III. Methodological Approaches in Dyslexia Research
A. Screening and Assessment Strategies for Early Childhood
B. Qualitative versus Quantitative Research Findings
IV. Educational Interventions and Strategies
A. Comparative Analysis of Intervention Models
B. Technology-Enhanced Learning Tools for Dyslexia
C. Educator Preparedness and Training Programs
V. Impact and Implications
A. Long-Term Outcomes of Early Dyslexia Intervention
B. Policy and Practice Recommendations for Special Education
VI. Conclusion
A. Summary of Major Findings
B. Limitations and Gaps in the Current Literature
C. Directions for Future Research
Abstract:
This literature review examines current research on dyslexia within unique education settings for children aged 3-13. This review is focused on the critical period for the literacy development of young learners, the dyslexia rate, and intervention modes used for young learners diagnosed with dyslexia. The literature review is completed in this article by combining quantitative and qualitative techniques, and it is realized that early detection and intervention are very efficient in winning the fight against this problem. Additionally, the review explores the preparedness of educators to implement these strategies and the long-term implications of early dyslexic interventions on academic and psychosocial outcomes. The review concludes with recommendations for policy and practice in special education, aiming to bridge the gap between research and real-world application.
