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UNLOCKING DYSLEXIA

PREPARATION OUTLINE (INFORMATIVE SPEECH)

Name:
ID :
Group :
Title : Unlocking Dyslexia
General Purpose : To Inform
Central Idea : Dyslexia, which could occur in people of all backgrounds and intellectual
levels, can be identified by the problems related to it.

INTRODUCTION

I. Look at these images. These are what a person with dyslexia would see. – Attention getter
II. About 314,000 children in Malaysia are suffering from dyslexia.
III. On average, the Ministry of Education Malaysia reported that there is one dyslexic case
identified in every 20 students.
IV. Sin Chew Daily reported that nearly 10% of the students in primary and secondary school
are affected with the disorder
V. 80% of the diagnoses are dyslexia-related, but some studies indicate that up to 20% of the
population may have some degree of dyslexia. – Stating established facts
IV. People with dyslexia can be very bright and often capable, or even gifted in areas such as
art, computer science, design, drama, electronics, math, mechanics, music, physics, sales,
and sports. - Stating surprising fact
A. There are many famous people who have overcome great hurdles to achieve in their
field, and they are not ashamed to admit their difficulties with dyslexia.
V. Dyslexia, a learning disability which can affect children of all backgrounds and intellectual
levels, can also affect various aspects of their lives. – Central idea (thesis)

(Transition: So, does dyslexia affect more boys or girls? Let’s move on.)

BODY
I. Graph 1 shows the population of dyslexics and non-dyslexics children. - Description
A. 12% of the population are boys while 20% are girls. - Description
B. Although the common impression is that dyslexia impacts a higher number of males
than the females, the reality is that nearly equal numbers of boys and girls have
dyslexia. – Analysis
C. It could be that boys are more likely to be diagnosed.
D. According to both the ADAM Medical Encyclopedia and the Dyslexia Action group,
symptoms of dyslexia only begin to appear around the age of 7 or 8 when a child
begins to learn in school.
E. Dyslexic children may show signs of slow reading rate, difficulty interpreting
meanings in reading and hard time sequencing problems / instructions.

(Transition: Now, let’s look at the causes of dyslexia.)

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II. Graph 2 depicts the problems of dyslexia which are mostly related to internal factors
instead of external ones. - Description
A. Since dyslexia is characterized by brain processing, dyslexics may reverse letters or
numbers when reading,
B. While people often assume the trouble lies within their vision, many dyslexics do not
actually experience the reversal of symbols.
1. Some dyslexics experience words moving, blurred, or reversed on a
page, but some just have difficulty processing.
2. The charts provide an analysis of problems linked to dyslexia. (12 Frequently
Asked Questions, 2014)
1. 92% of the problem linked to dyslexia is related to memory. - Description
2. It is shown that dyslexics also have sleeping difficulties which is 52%
and needing assistance with reading which is 54%. - Description
3. Problems related to insomnia is a little less than half of those having
sleeping difficulties. - Analysis

CONCLUSION

I. Dyslexia is a disorder, not a disability

II. There are treatments associated with this disorder which enables one to recognize the
dyslexics and provide support. - Summary
A. Dyslexic children need specialized learning. - Recommendation
1. Dyslexics need more attention from teachers or adults to work around their
disadvantage.- Recommendation
a. Teachers and tutors can use a multisensory, structured language
approach.
b. According to Jane Gallagher of the Dyslexia Action group in an April
2011 interview, technology can be used as a learning tool.
– Recommendation
c. Different fonts appear easier to students with dyslexia.
d. The biggest thing other people can offer is encouragement.
III. With so many children being diagnosed with dyslexia, and numerous adults discovering
that they have had the disorder enables them to be recognized and get support.
– Reinforce central idea
IV. You can make the difference by helping the dyslexics feel belong in the community.
– concluding statement
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References

12 Frequently Asked Questions (2014). https://redefinedyslexia.wordpress. com/2014/11/03/12-

frequently-asked-questions/

Nurul Anis Mohd Yuzaidey et. al (2018). Interventions for children with dyslexia: A review on
current intervention methods. http://www.e-mjm.org/2018/v73n5/children-with-dyslexia.pdf

The International Dyslexia Association (IDA), (2020). Dyslexia Basics. https://dyslexiaida.org/

dyslexia-basics/
Zettler-Greeley, C., (2018). Understanding Dyslexia. https://kidshealth.org/en/parents/
dyslexia.html
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https://redefinedyslexia.wordpress.com/2014/11/03/12-frequently-asked-questions/

Graph 1

Graph 2