Dialectical Journal The Crucible By Arthur Miller

Dialectical Journal 1 â€Å"They did not celebrate Christmas, and a holiday from work meant only that they must concentrate even more upon prayer.† Act 1, pg. 4 In today’s modern society, not many people around the world practice their religion as much as people used to in the older days. There may be certain exceptions, but generally religion in most places around the world is not as strict on its people as it used to be. Looking back on the Puritans in this book shows how religion was used to shape people and society itself. Dialectical Journal 2 â€Å"The Salem tragedy, which is about to begin in these pages developed from a paradox† Act 1, pg. 6 The Crucible by Arthur Miller is a story about the tragedies that occur in Salem. This tragedy was caused by mass hysteria that spread through people like wildfire. With people not having the ability to determine right or wrong and most people still following leaders like sheep, there wasn’t a chance to stop this event. This also reflects how false information can be spread across the world with all the technology we have today. Dialectical Journal 3 Mrs. Putnam: â€Å"How high did she fly, how high?† Act 1, pg. 12 Mrs. Putnam makes an accusation towards Betty and the girls that were in the woods with Tituba the night before. She believes that they were flying in the woods. The immediate reference that comes to my mind is the Wicked Witch in The Wizard of Oz as she is shown flying on a broom from place to place. This also goes with theShow MoreRelatedRastafarian79520 Words   |  319 PagesBabylon. â€Å"Beating Down Babylon†: Ideological Delegitimation Rastafari is ï ¬ rst and foremost a response to the Babylonian conditions of the Jamaican society and, by extension, of the whole Western world. The Rastafarian phenomenon was forged in the crucible of oppression that started in plantation slavery and that has persisted in post-emancipation and postcolonial Jamaica. The manner in which some experienced and perceived the realities of the colonial society called forth the response and shaped

Computer Forensic Essay - 931 Words

Instructions: There are multiple parts to this assignment. Carefully read each section and type your answer in the space provided. Complete each part of this Homework Assignment to receive full credit. Part 1: Investigation Web Sites Chapter 4 in the textbook contains links to several web sites which are important to understanding computer investigations. In this section, list the web sites discussed in the chapter and include their Internet links along with a brief description of what is contained at each of these sites. www.perlustro.com Expert Computer Forensic Analysis: Specialized techniques for data recovery, evidence authentication and analysis of electronic data far exceeding normal data collection and preservation†¦show more content†¦Although DRAMs become less reliable when they are not refreshed, they are not immediately erased, and their contents persist sufï ¬ ciently for malicious (or forensic) acquisition of usable full-system memory images ------------------------------------------------- Part 2: Acquisition Tools (Case Project 4-1) Your supervisor has asked you to research current acquisition tools. Using your preferred Internet search engine and the vendors listed in this chapter, prepare a report containing the following information for each tool and stating which tool you would prefer to use: * Computer forensics vendor name Technologies Pathways ProDiscover – Guidance Software EnCase – X-Ways Forensics – Runtime Software – R-Tools Technologies * Acquisition tool name and latest version number You can remotely connect to a suspect computer via a network connection and copy data from it Remote acquisition tools vary in configurations and capabilities * Features of the vendors product With ProDiscover Investigator you can: – Preview a suspect’s drive remotely while it’s in use – Perform a live acquisition – Encrypt the connection – Copy the suspect computer’s RAM – Use the optional stealth mode ProDiscover Incident Response additional functions – Capture volatile system state information – Analyze current running processes Remote Acquisition with EnCase Enterprise Remote acquisition features – Remote data acquisitionShow MoreRelatedBe A Computer Forensics Investigator1241 Words   |  5 Pages So you want to be a Computer Forensics Investigator CI4310: Digital Forensics Principles and Practices Lluà ­s Pà ©rez Carretà ³n K Number: K1329210 Computer forensics is acquiring great importance now a days due to the increasing value of information and the use given. This is why, when a crime is committed, most time information is stored in a digital format. Highlighting its scientific part, computer forensics bases its fundaments within physics, electrical and magnetic laws allowingRead MoreComputer Forensics Vs. Digital Forensics3382 Words   |  14 PagesCyber forensics which is also called computer forensics or digital forensics, is the process of extracting information and data from computers to serve as digital evidence - for civil purposes or, in many cases, to prove and legally prosecute cyber crime. The aim of computer forensics is to perform a structured and detailed investigation while maintaining a documented chain of evidence to find out exactly what happened on a computing device and who was responsible for it. With the current technologyRead MoreThe Ethics Of Computer Forensics1881 Words   |  8 Pagesapproach to carry out their crimes with the use of computers. 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Hudgins Strayer University Professor Jessica Chisholm SEC405 Computer Crime Investigation March 3, 2016 Computer Forensic Tools We are now in the process of purchasing computer forensics tools and resources for HJC Corporation. There are many programs, utilities, etc. available on the market that provide computer forensic data retrieval capabilities, however, we are only required to provide information on just two of these tools in our research. TheRead MoreTechnology in Computer Forensics1893 Words   |  8 Pagesbe discussing the topic of computer forensics. Computer forensics involves carefully collecting and examining electronic evidence that not only evaluates the damage to a computer as a result of an electronic assault, but also to recuperate lost information from a system to prosecute a criminal in a court of law. Since security is such an important factor in technology, it is crucial for any type of computer professionals to understand the aspects of computer forensics. 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Hiring Ex-Offenders an Attempt to Minimize the Squandering of Human Ca

Question: Based on your research interest, write a Theoretical Perspective section for your envisioned dissertation research. Theoretical frameworks provide a basis for the study; examples include social and psychological theories, organizational theories, leadership theories, economic theories, and educational theories. Answer: The recruitment of ex offenders so as to minimize the wastage of human capital is a pertinent problem which is a great concern to the stake holders, officials, academic and the business leaders. In US there are so many incarcerated people, among which approximately 2 million men incarcerated and out of these The percentage of African men is about 41. (Blessett et al., 2013). The business professionals attract these labor so as to meet their business needs. There are many employers who are not interested in hiring individuals who have done any crime. The process of employment and the bringing up of the ex offender to the community is a long process that requires stake holders, victim and the community support. In the later paragraphs a description of the criteria of selection, the theoretical perspective and the facts, the theories and the concepts are explained in detail. At the workplace to recruit an ex offender is the biggest challenge as there are so many things to be looked at. Firstly the organizations use Disclosure and Barring Service to assess the criminal record of the person who has applied for a certain position. It is kept in mind that the individuals are not discriminated because of the convictions, outstanding criminal proceedings and convictions. The talent skills, potential is judged on a fairly basis. The complete DBS check is must sto as to attain employment. The recruitment criteria is different for different organizations. The NHS business service authorities ensures that there is no inequality among individuals, an interview is conducted irrespective of the crime done. Disclosures are only asked when a risk assessment is identified related to the post. The posts that require disclosures send a document stating the level of disclosure, the relevance, application forms and adverts that are required for the position. In general case s the NHSBSA only for the details of unspent convictions related to The Rehabilitation of offenders act of 1974. In some cases it can also ask about the full criminal record. NHSBSA has HR advisors who read out the disclosures and tell the training and guidance that has to be provided by the managers (Kilgore, 2012). It also abides to the CRB codes of practice. A copy of CRB is provided to all the applicants and ha to abide it. The employment of the offenders depends on the nature, course, circumstances of the crime done by him/her. The employment process is done like it is done for a normal individual but it is kept in mind that the human capital is not harmed. It has been seen the number of ex offenders are increasing year by year. The data has crossed millions and till the age of 23 every individual has done a crime. It also cause a negative impact on the society as well as economic harm to the country.The African American families mostly live in poverty as compared to other groups. Obtaining employment with a sustainable wage is imperative in the equation of maintaining a family, and the reduction in recidivism. The EEOC and Affirmative Action came out so as to reduce the economic inequalities among racial and ethnic minority. The judges of lower courts were on liberty to take up business and offer employment and promotions to the minorities due to the transgressions that occur in past. A positive socio economic relation is demanded with these peoples so as to strengthen the community. For this both the qualitative and quantitative methods are applied. There are centre like Evelyn K. Davis Center is a non profit institute that work to pr ovide career and education to the African men. The stakeholders are strategic and they are enticing and retaining an additional number of employees. The ex offenders who have done less severe crimes and have the skills are preferred as it can decrement recidivism. The first things that are meant for these ex offenders are release, reentry, rehabilitation, and reintegration. When an individual leaves the prison then its called release, then its reentry in to the community and the society (Garner, B. A. et al, 2004). Then comes the theory of reformation it is to make the individual do something good for the community and to improve the individuals character and the last major theory is reintegrate. It is to become an entity, to improve the individuals character and to be accepted to the society. For this concept the rehabilitation is must for and individual. The rehabilitation theory is done to arouse proper moral values in the individual and to keep him away from doing crime again. Further a new approach of restorative is added to rehabilitation theory. A restorative approach is to involve in a process to a certain extent, to the individual who have a stake in a crime and to collectively introduce the harms, need and obligation so as to heal up and put all the things in the right place. It is the stake holder in an offense who are at the employment of the ex offenders. In a restorative approach. According to Zehr research this approach emphasize to put the wrong things in a right place by following inclusive processes and involving each and every stakeholder (Zehr, 2001). So crime can be corrected if the harm done is repaired (Johnstone, 2004). According to a research in order to repair the harm the five steps are required. These are compensation, stakeholder satisfaction, relationship construction and the prevention of crime to occur again. This repair is a part of the social exchange. In this the community along with the victim and the stake holders are involved so as to correct the harm done. The ones who have a history of unemployment are more prone to do crime and economic so providing them employment ca keep them away from doing crime again and again. All this also cause a economic harm to the community in case if the number of former prisoners become high. The act of imprisonment impose a wage penalty to the lifetime earning of the former prisoner. So giving an en offender a salary serve to address the harm that the community has to pay in the years of imprisonment. In this way the ex offender can again become and entity and would help in human capital. The offender now can stand up alone and say he can offer something to the nation and he/she is on his/her own now. The reinforcement and the restoration process involves all the steps to make an ex offender guilty and to arouse positive character aspects in them. So, it can be said this approach of employment can be seen as a way of solving the problem and making the ex offenders a better member of the community. It has also been shown to influence deeply the recidivism of the ex offenders. The restorative approach which is followed under this can be seen as a more advance view of approaching the subject and providing a more competent solution. The process all together is a long one but if followed appropriately can be a advantage to the victim and the society. References: Archilles, M. and Zehr, H. (2001). Restorative Justice for Crime Victims: The Promise, The Challenge, in G. Bazemore and M. Schiff (Eds.) Restorative and Community Justice: Repairing Harm and Transforming Communities. Cincinnati, OH: Anderson. Blessett, B., Pryor, M. (2013). The invisible job seeker: the absence of ex-offenders in discussion of diversity management. Public Administration Quarterly, 37(3), Garner, B. A. et al. (2004). Blacks Law Dictionary (Eighth Edition) St. Paul, MN: West Publishing Co. Johnstone, (2004) How, and in What Terms, Should Restorative Justice be Conceived? in H. Zehr and B. Toews. Critical Issues in Restorative Justice. (pp. 5-15). Monsey, NY: Criminal Justice Press and Cullompton, Devon, UK: Willan Publishing. Kilgore, J. (2012). Mass Incarceration and Working Class Interest: Which Side Are the Unions On? Labor Studies Journal, 37(4).

Dyslexia free essay sample

Dyslexia is a broad terminology defining an unusual approach to processing information and learning disability that impairs a persons fluency or comprehension accuracy in being able to read, and which can manifest itself as a difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory, language skills/verbal comprehension, and/or rapid naming. However dyslexia can increase the ability to think and perceive multi-dimensionally and can help further utilize the brain’s ability to alter and create perceptions (Vellutino, 1979). Dyslexia is different from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction. It is believed that dyslexia can affect between 5 and 10 percent of a given population although there have been no studies to indicate an accurate percentage (Vellutino, 1979). There are three proposed cognitive subtypes of dyslexia (auditory, visual and attentional), although individual cases of dyslexia are better explained by specific underlying neuropsychological deficits and co-occurring learning disabilities (e. g. attention-deficit/hyperactivity disorder, math disability, etc. ) Reading disability, or dyslexia, is the most common learning disability. Although it is considered to be a receptive language-based learning disability in the research literature, dyslexia also affects ones expressive language skills. Adult dyslexics can read with good comprehension, but they tend to read more slowly than non-dyslexics and perform more poorly at spelling and nonsense word reading, a measure of phonological awareness. Dyslexia and IQ are not interrelated as a result of cognition developing on its own. The World Federation of Neurology defines dyslexia as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and sociocultural opportunity†. The National Institute of Neurological Disorders and Stroke gives the following definition for dyslexia: â€Å"Dyslexia is a brain-based type of learning disability that specifically impairs a persons ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with spelling, phonological processing (the manipulation of sounds), and/or rapid visual-verbal responding. In adults, dyslexia usually occurs after a brain injury or in the context of dementia. It can also be inherited in some families and recent studies have identified a number of genes that may predispose an individual to developing dyslexia (Vellutino, 1979). Other published definitions are purely descriptive or embody causal theories. Varying definitions are used for dyslexia from researchers and organizations around the world; it appears that this disorder encompasses a number of reading skills, deficits and difficulties with a number of causes rather than a single condition (Smythe, Everatt amp;Salter). Signs and symptoms Some early symptoms that correlate with a later diagnosis of dyslexia include delays in speech, letter reversal or mirror writing, and being easily distracted by background noise. This pattern of early distractibility is partially explained by the co-occurrence of dyslexia and attention-deficit/hyperactivity disorder. Although each disorder occurs in approximately 5% of children, 25-40% of children with either dyslexia or ADHD meet criteria for the other disorder. At later ages symptoms can include a difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness), a difficulty segmenting words into individual sounds, or blending sounds to make words, a difficulty with word retrieval or naming problems (see anomic aphasia), commonly very poor spelling, which has been called dysorthographia or dysgraphia (orthographic coding), whole-word guesses, and tendencies to omit or add letters or words when writing and reading are considered classic signs. Other classic signs for teenagers and adults with dyslexia include trouble with summarizing a story, memorizing, reading aloud, and learning a foreign language. A common misconception about dyslexia is that dyslexic readers write words backwards or move letters around when reading  Ã¢â‚¬â€œ this only occurs in a very small population of dyslexic readers. Individuals with dyslexia are better identified by reading accuracy, fluency, and writing skills that do not seem to match their level of intelligence from prior observations (Smythe, Everatt amp; Salter, 2005). Cause Theories of dyslexia Research has been trying to find the biological root of dyslexia since it was first identified by Oswald Berkhan in 1881 and the term dyslexia coined in 1887 by Rudolf Berlin. The theories of the etiology of dyslexia have and are evolving with each new generation of dyslexia researchers, and the more recent theories of dyslexia tend to enhance one or more of the older theories as understanding of the nature of dyslexia evolves. (wikipedia. org) Orthographies and dyslexia The complexity of a languages orthography (i. . its conventional spelling system, see orthographic depth  ) has a direct impact upon how difficult it is to learn to read that language. English has a comparatively deep orthography within the Latin alphabet writing system, with a complex orthographic structure that employs spelling patterns at several levels: principally, letter-sound correspondences, syllables, and morphemes. Other languages, such as Spanish, have mostly alphabetic orthogr aphies that employ letter-sound correspondences, so-called shallow orthographies. It is relatively easy to learn to read languages like Spanish; it is much more difficult to learn to read languages with more complex orthographies such as English (Henry, 2005). Logographic writing systems, notably Japanese and Chinese characters, have graphemes that are not linked directly to their pronunciation, which pose a different type of dyslexic difficulty. From a neurological perspective, different types of writing systems (e. g. lphabetic as compared to logographic writing systems) require different neurological pathways in order to read, write, and spell. Because different writing systems require different parts of the brain to process the visual notation of speech, children with reading problems in one language might not have a reading problem in a language with a different orthography. The neurological skills required to perform the tasks of reading, writing, and spelling can vary between different writing systems. As a result, different neurological deficits can cause dyslexic problems in relation to different orthographies (Chung, Ho, Chan, Tsang, amp; Lee, 2006). Cross-cultural prevalence Cross-cultural study of the prevalence of dyslexia is difficult as different scholars and different countries often use different criteria to distinguish the cases of dyslexia in the continuum between the able and delayed readers at schools. According to the existing literature, the prevalence of dyslexia can vary widely between cultures. For example, Christall reports differences between 1% and 33%. According to some researchers, despite the significant differences between the writing systems, Italian, German and English populations suffer similarly from dyslexia. Wikipedia . org Exacerbating conditions and comorbid disorders Several learning disabilities often occur with dyslexia, but it is unclear whether these learning disabilities share underlying neurological causes with dyslexia (Nicolson amp;Fewcett, 2009). These disabilities include: * Dysgraphia  Ã¢â‚¬â€œ a disorder which expresses itself primarily through writing or typing, although in some cases it may also affect eye–hand coordination, direction- or sequence-oriented processes such as tying knots or carrying out a repetitive task. In dyslexia, dysgraphia is often multifactorial, due to impaired letter writing automaticity, finger motor sequencing challenges, organizational and elaborative difficulties, and impaired visual word form which makes it more difficult to retrieve the visual picture of words required for spelling. Dysgraphia is distinct from dyspraxia in that dyspraxia is simply related to motor sequence impairment. * Attention deficit disorder  Ã¢â‚¬â€œ a high degree of co-morbidity has been reported between ADD/ADHD and dyslexia/reading disorders, it occurs in between 12% and 24% of those with dyslexia. [11] * Auditory processing disorder  Ã¢â‚¬â€œ A condition that affects the ability to process auditory information. Auditory processing disorder is a listening disability. [58] It can lead to problems with auditory memory and auditory sequencing. Many people with dyslexia have auditory processing problems and may develop their own logographic cues to compensate for this type of deficit. Auditory processing disorder is recognized as one of the major causes of dyslexia. * Developmental dyspraxia  Ã¢â‚¬â€œ A neurological condition characterized by a marked difficulty in carrying out routine tasks involving balance, fine-motor control, kinesthetic coordination, difficulty in the use of speech sounds, problems with short-term memory and organization are typical of dyspraxia. Neuroanatomy In the area of neurological research into dyslexia, modern neuroimaging techniques such as functional magnetic resonance imaging (fMRI) and positron emission tomography (PET) have produced clear evidence of structural differences in the brains of children with reading difficulties. It has been found that people with dyslexia have a deficit in parts of the left hemisphere of the brain involved in reading, which includes the inferior frontal gyrus, inferior parietal lobule, and middle and ventral temporal cortex(Cao et. l. ,2006). Brain activation studies using PET to study language have produced a breakthrough in understanding of the neural basis of language over the past decade. A neural basis for the visual lexicon and for auditory verbal short-term memory components have been proposed, with some implication that the observed neural manifestation of developmental dyslexia is task-specific (i. e. , functional rather than structural) (McCrory, Frith, Brunswick amp; Price, 2009). Dealing with dyslexia depends on several factors. Such as the specific writing system of the country, or the specific strengths of the individual; there is no one specific strategy or set of strategies which will work for all who have dyslexia There have been several special education approaches to help students with dyslexia. Adaptive technology, such as specialized computer software, has resulted in recent innovations helpful to many people with dyslexia. In this field there are several alternate therapies that are suggested for dyslexics. One factor that characterizes the field of dyslexia remediation is the stream of alternative therapies for developmental and learning disabilities. These controversial treatments include nutritional supplements, special diets, homeopathy, and osteopathy/chiropractic manipulation. (Bull, 2008) | Most teaching is geared to remediating specific areas of weakness, such as addressing difficulties with phonetic decoding by providing phonics-based tutoring. Some teaching is geared to specific reading skill areas, such as phonetic decoding; whereas other approaches are more comprehensive in scope, combining techniques to address basic skills along with strategies to improve comprehension and literary appreciation. Many programs are multisensory in design, meaning that instruction includes visual, auditory, and kinesthetic or tactile elements; as it is generally believed that such forms of instruction are more effective for dyslexic learners. Despite claims of some programs to be research based, there is very little empirical or quantitative research supporting the use of any particular approach to reading instruction as compared to another when used with dyslexic children (Connor et al. 2007). Torgesen (2004) emphasized the importance of explicit instruction for remediation as well as the need for intensity that is completely different from regular classroom instruction. To make gains in reading, students need highly structured, sequential interactive activities and close monitoring, directly connecting the known with the new, with sufficient time for practice of new skills to build automaticity. . Dyslexia interventions Some teaching is geared to specific reading skill areas, such as phonetic decoding; whereas other approaches are more comprehensive in scope, combining techniques to address basic skills along with strategies to improve comprehension and literary appreciation. Many programs are multisensory in design, meaning that instruction includes visual, auditory, and kinesthetic or tactile elements; as it is generally believed that such forms of instruction are more effective for dyslexic learners (Henry, 1998). | In 2007 the researchers Joseph Torgesen and Richard Wagner have shown that, when teaching children with reading disabilities, programs including systematic and explicit instruction in phoneme awareness and grapheme-phoneme correspondence are far more successful than programs that do not(Wolf,2007). Academic remediations With appropriate instruction, dyslexics can become skilled readers. Appropriate remedial instruction includes using: * Direct, explicit and comprehensive instruction in the structure of language * A systematic sequence for teaching individual skills Structured information from the simple to the complex * Simultaneous multisensory approaches, including combinations of visual, auditory, and kinesthetic modalities * Interaction between student and teacher during instruction of new skills * Reinforcement throughout the day of newly learned skills * Integrated spelling and handwriting instruction sequence with reading instruction, so that they are mutually reinforcing * Ex tended practice for each skill until the student overlearns the skill * Ongoing review of previously learned skills * Careful pacing to avoid information overload Intensive instruction until reading, spelling and writing skills are at grade level. * Repeated reading to help develop fluency and reading rate * Paired reading to help develop fluency and enhance comprehension (Heward, 2003). Classroom accommodations Although there are no treatments or quick cures for dyslexia there are many techniques that can be used to assist dyslexic students in the classroom while reading skills are being remediated. These include such things as: * Oral testing * Untimed tests * Eliminate or reduce spelling tests * Minimizing the need to read out loud * Accept dictated homework Reduce homework load * Grade on content, not spelling nor handwriting * Reduce copying tasks * Avoid or reduce essay tests * Providing teacher handouts to supplement the notes taken * Using materials that are not visually ove rcrowded * To increase motivation, giving assignments in areas in which the student has a strong interest, for example, sports stories, biographies of inventors or rock musicians, or fiction about teenage issues. * Using appropriate font type and size. It is suggested that Sassoon and Comic Sans may be the easiest to read; Times New Roman may be one of the most difficult to read. The font should not be too small. There are several fonts and typefaces designed for dyslexia including Gill Dyslexic, Read Regular, Lexia Readable, Sylexiad, OpenDyslexic, and Dyslexie. (Alphabet writing systems only)(wikipedia. org). Recent developments Context amp; phonetic spell checkers and grammar checkers combined with text-to-speech and other assistive technologies aimed for help with dyslexia, such as Ghotit Dyslexia software, aim to make writing easier (speedchange. blogspot. com). Individuals with dyslexia require more practice to master skills in their areas of deficit. In the circumstances where typically developing children need 30 to 60 hours training, the number of hours that has resulted in optimistic conclusions concerning the remediation of dyslexia is between 80 and 100 hours, or less if the intervention is started sufficiently early. Only approximately 20% of adults with early reading difficulties have acquired fluent reading skills in adulthood (Lyytinen et. al, 2007). Functional MRI (fMRI) studies have shown neurological changes in dyslexic children and adults who have used phonological interventions, with improved performance on tests of phonemic awareness and text decoding. MRI studies have also shown changes in the brain and spelling improvement of dyslexic children taught spelling phonetically in an orthographic manner (Dahms, 2006). A recent study has shown that the usage of a FM system drives neural plasticity in children with dyslexia. A FM system is a personal assistive listening device, consisting of a wireless microphone worn by the teacher, and a wireless receiver similar to a Bluetooth receiver worn on the ears by the pupil. Measurements of the brain’s response to speech sounds showed that the children who wore the device for one year responded more consistently to the very soft and rapidly changing elements of sounds that help distinguish one consonant from another (cat, bat, pat etc. ). That improved stability was linked with reading improvement based on standardized measures of readability – which, as a long-term benefit, points to brain plasticity (Hornickel, Zecker, Bradow amp; Kraus, 2012). 1. Bottom of Form REFERENCES 21 What Is Dyslexia? Education Research Foundation. Retrieved May, 2013 48 Henry, M K. 2005). The history and structure of the English language. Multisensory Teaching of Basic Language Skills. Baltimore, Maryland: Paul H. Brookes Publishing. 16 Chung KK, Ho CS, Chan DW, Tsang SM, Lee SH (2010). Cognitive profiles of Chinese adolescents with dyslexia. Dyslexia 16 (1): 2–23 54 Nicolson RI, Fawcett AJ (2009). Dyslexia, dysgraphia, procedural learning and the cerebel lum. Cortex 47 (1): 117–27. 79 Cao F, Bitan T, Chou TL, Burman DD, Booth JR ( 2006). Deficient orthographic and phonological representations in children with dyslexia revealed by brain activation pattern. Journal of Child Psychology and Psychiatry, and Allied Disciplines 47 (10): 1041–50. 81 McCrory E, Frith U, Brunswick N, Price C (2000). Abnormal functional activation during a simple word repetition task: A PET study of adult dyslexics. Journal of Cognitive Neuroscience 12 (5): 753–62. Bull L (2008). Survey of complementary and alternative therapies used by children with specific learning difficulties (dyslexia). Int J Lang Commun Disord 44 (2): 1. Connor, C. M. D. ; Morrison, F. J. ; Fishman, B. J. ; Schatschneider, C. ; Underwood, P. (2007). The early years: Algorithm-guided individualized reading instruction. Science 315 (5811): 464–5. Henry, M. K. (1998). Structured, sequential, multisensory teaching: the Orton legacy. Annals of Dyslexia 48: 3–26. 4 Wolf, Maryanne (2007). Proust and the Squid. HarperCollins publishers. 16 speedchange. blogspot. com/2008/02/ghotit. html 18 Lyytinen, Heikki, Erskine, Jane, Aro, Mikko, Richardson, Ulla (2007). Reading and reading disorders. Blackwell Handbook of Language Development. Blackwell. pp. 454–474. 21 Dahms, Joel. (2006). Spelling Out Dyslexia. Northwest Science amp; Technology Hornickel, J. , Zecker, S. G. , Bradlow, A. R. , amp; Kraus, N. (2012). Assistive listening devices drive neuroplasticity in children with dyslexia. Proceedings of the National Academy of Sciences, 109(41), 16731-16736. Vellutino, F. R. (1979). Dyslexia: Theory and research (pp. 74-81). Cambridge, MA: MIT press. Smythe, I. , Everatt, J. , amp; Salter, R. (2005). The international book of dyslexia: A guide to practice and resources. Wiley. Torgesen, J. K. (2004). Preventing early reading failure. American Educator, 28(3), 6-9.