诵读困难也被认为是一种缺乏读写能力的模式，因此学生不太可能成功。很多人会不同意，他们会争辩说，有很多成功的诵读困难的人找到了一种方法来弥补他们的困难，并利用他们在学习方式上的不同优势。诵读困难仅仅意味着一种不同的学习方式，因此作为教育者，我们可能需要找到一种不同的教学方式。一些与诵读困难有关的积极属性是良好的视觉、空间和横向思维能力。对这些传统观点的暗示是，目前正在进行的干预在解决诵读困难方面可能没有任何帮助。如果我们要为这些学生提供任何有意义的解决方案，我们需要做更多的观察和分析来发现具体的困难。如果我们忽视了这些学习者的优点，并集中于这些学习者的弱点，那么我们就会给学生们带来不公平的待遇，并增加自尊和自信的问题。因此，对所有教师来说，真正理解诵读困难并满足诵读困难学生的需要是一个挑战。这些类型的学习者和任何学习者一样，都有自己的需求和长处。尼科尔森和福西特。
澳洲布里斯班论文代写:诵读困难
Dyslexia has also been viewed as a deficit model whereby a pupil is lacking in literacy skills and because of this is unlikely to succeed. Many would disagree and will argue that there are a great deal of successful dyslexics who have found a way to compensate for their difficulties and use their differences in learning style to their advantage. Being dyslexic simply means a different way of learning and therefore as educators we may need to find a different way of teaching. Some positive attributes often associated with dyslexia is good visual, spatial and lateral thinking skills.The implications for these traditional views are that interventions currently taking place may not be any where near the solution for dyslexia difficulties. If we are to provide any kind of meaningful solution for these pupils we need to do a great deal more observation and analysis to uncover the specific difficulties. If we are ignoring strengths and concentrating on the weaknesses of these learners we are doing pupils an injustice and adding to the issues of self esteem and confidence. Therefore, there is a challenge for all teachers to actually understand dyslexia and meet the dyslexic learners need. These types of learners like any learner have their own individual needs and strengths. Nicholson and Fawcett .
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