Dyslexics Success

Imagine your childhood. Now imagine sitting in school and dreading that one moment when your elementary school teacher is going to call on you to read aloud to the class. Imagine that you dread this moment so dearly because you constantly trip over simple words and are made to feel stupid because of it. Or worse, imagine knowing that you do try your hardest but still have report cards that say that you are not living up to your full potential and need to start making an effort in school. These are just some of the thoughts and emotions that a child with dyslexia faces everyday.

Coping is something that everyone has experienced in their lifetime, whether it be over something significant or insignificant we have all experienced it. In an academic journal published in 2003, authors Gerhard Anderson, and Mimmie Willebrand stated, “Coping has been defined as the process of managing demands (external or internal) that are appraised as taxing or exceeding the resources of the person” (S97). There have often been thought to be two main types of coping strategies, these strategies are problem-focused and emotional-focused coping (Heyman et al. 154). These two strategies differ from each other because, “problem-focused coping is often described as managing the problem, while emotion-focused coping is directed at regulating emotional responses to the problem” (Heyman et al. 154). Anderson and Willebrand have stated that coping is to serve two distinct purposes: to do away with the problem...and to regulate emotional reactions (S97). There are many different reasons that people cope and many different ways that people do it, but if not done right can cause a person emotional turmoil and make them inherit mental illnesses like depression and anxiety. Three ingredients in the conceptualization of coping are as follows, (1) coping need not be successful, but an effort must be made; (2) this effort need not be expressed in actual behavior, but can affect cognition as well; and (3) a cognitive appraisal of the taxing situation is a prerequisite for initiating coping attempts (Anderson and

Dyslexia is a family problem as well as an academic problem for children around the world. All cultures are affected by it. The entire family has to deal with the issue. It can be recognized as early as kindergarten, (Zieman). According to Theories of Childhood, Second Edition, “Vygotsky believed that learning and development are similar but not identical. The combination of instructing the child and honoring the child’s individual development optimizes learning.” When children are silent from socializing and are quiet most of the time, there is no way to observe them to get a complete assessment of their learning according to Vygotsky (Mooney, 2013). A dyslexic child whose self-esteem has been lower or the child has been called names, may

There was a lot of interesting topics in both chapters for this week, but I am especially interested in the learning disorder of dyslexia in chapter eight. Dyslexia is a reading disorder that cause individuals to mix up similar letters such as p, q, b, and d, or rearrange words into either other words or gibberish. Researchers believe the cause of this disorder is malfunctioning neural networks of reading, and epigenetic processes, or environmental factors, are also thought to be a cause. However, dyslexia isn't the only learning disorder of this sort: Dyscalculia and dysgraphia also hinder a child's ability to learn normally. Dyscalculia centers around numbers. Individuals with this disorder typically can read letters just fine or with little

Coping strategies have been shown to have a significant impact on the mental and physical health of various populations (Lehavot, 2012). Two types have coping strategies are commonly discussed: problem focused and emotion focused. Problem-focused coping is action oriented and involves trying to change the stressful situation. Examples of problem focused coping strategies include seeking information, planning, and taking action. Problem focused coping strategies are adaptive and are associated with positive adjustment after stressful events. Emotion focused coping involves changing the emotional aspects of the situation and includes both active and avoidant strategies. Examples of emotional focused coping include focusing on positive aspects of the situation, seeking emotional support from others (active strategies), and mental or behavioral disengagement (an avoidant strategy). Active emotion-focused strategies are generally considered to be adaptive, and avoidant emotion-focused coping strategies maladaptive. However, findings have shown mixed results.

Hi, Alicia! I’m glad that you have found ways to overcome dyslexia by taking your time when reading. Alicia, if you want something bad enough with hard work and being persistence does pay off. You have the proof with your associate degree. Obstacles are in our way for a reason we don’t understand why but each obstacle we overcome is a lesson that we have learned. Great Post!

Due to the lack of the ability to read, spell, and process information noramly dyslexics are, by nature, constantly overcompensating. This overcompensation can be directed in varis ways. Once I become disciplined enough to direct this overcompensation towards success I found myself viewing my dyslexia as a positive aspect of my life. School is and will always be three times harder for me as an individual because of dyslexia, but because of dyslexia I have already learned how to work three times harder than most to reach my goals. This is a lesson that will aid me tremendously throughout my future. I truly believe that I am more driven and goal orientated because I have learnt how to manage my dyslexia in a positive manner. Dyslexia is my motivation

Children in their younger years as well as older years face typical problems. If these problems are known as early as possible, there are major chances of it being cured. Dyslexia is one such problem that relates to a learning difficulty leading to problems associated with spelling, reading, and writing. It has become a common problem though with proper and adequate treatment it can become better and be cured too. It is a peculiar condition, as even though basic reading and writing is affected, the intelligence is not affected at all. Without doubt, it does create a challenge in daily life because we cannot pass through a day without reading or writing and if these basic

Life is about overcoming obstacles. All throughout my elementary and middle school years I have struggled through my education due to the fact that I was diagnosed with dyslexia, but I did not let this diagnose stop me from challenging myself with my classes. Before I came to high school I accomplished the Dyslexia program and succeeded to exit the program which took me seven years of hope and determination to overcome this struggle. I am now a fluent reader and I’m very proud of myself.

This paper synthesizes two journal articles about current research in assessment. Classroom Implications of Recent into Literacy Development: From Predictors to Assessment and Toward a Research-Based Assessment of Dyslexia: Using Cognitive Measures to Identify Reading Disabilities are the scholarly resources compared and evaluated.

Things happen sometimes in an unexpected way to bring the best out in ourselves. I know that I am a part of the millions of people that have dyslexia but every dyslexia is different because it affects people differently and the effect it had on me was that it gave me a lot of anxiety and uncertainty of success. Fortunately I was diagnosed with the dyslexia in the second grade and had time and faith to overcome the obstacles that dyslexia brought into my life.

An observation you indicated in your MSE is client K’s facial expression when confused about what to eat. You stated how he was deep in thought and presenting confusion, following repetitive blinking when talking to the cashier. How an individual can mistake this perception is by implying that the client has an anxiety or learning disorder. In the Diagnostic and Statistical Manual of Mental Disorders (DSM)(2013), the principles of a language disorder consist of vocabulary knowledge, low sentence structure, and inability to hold a conversation (American Psychiatric Association, 2013). Since you announced that K is displaying confusion, a disability that this observation can be mistaken for is dyslexia. Tamboer, Vorst, and Jong

I have been diagnosed with dyslexia tendencies. School has never been easy for me, I have always had to work hard at my studies. My disability has made me a better person. Instead of giving up, and saying I can’t do this I just work that much harder. I am proud of the GPA I have maintained through my High School Career, it shows that anything is possible if you put your mind to it. With that being said, test taking is not my strong area and continues to be an obstacle, my ACT score reflects that. I was obviously disappointed in my ACT test results, and decided to take the test a second time. I spent a lot of time preparing again and got the exact same score, again being disappointed with the results. I feel the ACT score is not a direct

As I read these quotes, I remembered previously hearing the quote by Angela Carter. The remainder of the quote helps to explain it even more. Although, I have to admit I’m not a huge reader. Growing up with a learning disability and dyslexia, that was not clinically diagnosed until much later; I was always told by teachers, counselors, and specialists to just read more. As if reading more would be a magical cure for all of my issues. Only my parents knew exactly what I was struggling with and how difficult reading was for me. I think between my struggles and their blaming my “disabilities” on my not reading enough, I was turned off from reading. I have and still read for assignments but rarely any pleasure reading, simply because it

This strategy usually takes place when the dyslexic child shows an indication of becoming more self-assured at reading aloud. In this step teachers or parents can start to read more quietly, therefore permitting the child to take the lead, or remain quiet. These techniques can be done progressively, allowing the dyslexic building up his/her self-confidence when reading (Reid, 2011, 63).