How To Write A Narrative Essay About Dyslexia

From the time when I was a little boy, growing up in Graves County, Kentucky, I have had problems with my reading and writing. Things never seemed to click for me, a trait that the teachers attributed to a mild case of dyslexia mixed with a healthy dose of attention deficit disorder. I knew, however, that no disorder was the cause of my distaste of reading and writing. Rather, there was nothing really interesting surrounding me that would grab my interest in the classroom. The teachers I encountered never took any interest in what their students wanted to read or write; they developed assignments based on what the curriculum, a course of study developed by some politicians at the Board of Education, told them to

The beginning on my literacy journey was a difficult one. Partly because I am dyslexic, and partly because I was not motivated by traditional things. I did not care about reading or writing. I did not want to waste my time with it. Nothing about it interested me. I felt that I was already going to fail at it no matter what. So whats the point? If some lady told you that no matter what you are going to have a hard time reading and writing because thats “how God made you” would you really be motivated to read and write? She said in that it didn 't mean I was not smart, but that I just couldn 't read or write as good as everyone else. This lady was the school psychologist, who tested me for learning disabilities in the first grade. After hearing the verdict from her I had no intention of being good at anything that had to do with reading or writing. It was dead to me.

My struggles grew or are growing into strengths, but before I could take on such a feat, I had to overcome dyslexia. Every day, I was reminded of my dyslexic mind when I read. Even when I was little I would cry because I didn’t want anyone to force me to read. I was not properly diagnosed with dyslexia until the fourth grade. I used to add or remove letters to the words I read. Instead of strawberry I may see it as stray merry. When I was eventually tested, I could see a large group of dots near the end of the slope. This meant I was above average in this area. However, there were two dots much further up on the slope, and these two dots were reading and spelling. My struggles began to show in third grade when we started reading independant novels. When I read, I had an extremely difficult time. When everyone started reading faster and more fluently than I did, I felt stupid. I truly believed their brains thought the same way mine did. I ended up doing twice the work just to maintain a good grade. I would come home from school exhausted. When I was in fourth grade, I really began to notice something else was going on in my brain. I was falling behind, reading ½ the words per minute than my friends. When we found out I had dyslexia, I was sent to the Key School. Here, I became slightly above average in fifth grade, then I became closer to where I should be in sixth grade, then this year, my reading has really taken off. I am able to read 165 words per minute, and my scores in reading vocabulary have skyrocketed. I am now scoring in the 12th grade level in reading vocabulary. From being below average, to being way above average, my reading skills have evolved immensely. Something else I struggled with has a similar story. This is my ability to

Within the past year, teachers at my little sister’s school have started suspecting that she may have dyslexia. She has yet to be tested, but it will be happening soon. She has always had issues with reading, but never thought this would be why. However, if the tests come back, and they do say that she has dyslexia, that is not going to hold her down. She will still be able to conquer anything that she sets her mind to. Having a disability does not hold any person back from being able to succeed anything they want to. With the proper help, instruction and motivation, any student with a disability can be successful. Being different does not make you incapable. That is also something that I got from the PowerPoints.

I’m a senior at the University of South Carolina Upstate and have been diagnosed with dyslexia since childhood. This label could have caused for a disastrous college experience, but there has always been something in myself pushing beyond the stigma.

Ever since I was young, I knew something was different about me. I’ve always had an active imagination and would write all kinds of stories, sometimes through pictures and sometimes through words. Not until I was in first grade did I notice my writing was different than my friends. It didn’t bother me though because I was too young to realize something was wrong; I was just different. One weekend, after playing restaurant with my mom and brother, my mom contacted my teacher to talk about some concerns she had with my reading and writing. She was told that I seemed to be progressing on an age-appropriate level with my peers and that nothing appeared to be wrong. But my mom persisted, and insisted that I be tested for a reading disability. My dad is dyslexic and my mom, knowing it can be passed down, was watching for the signs in my older brother first and now me. After testing, one of SV’s school psychologists announced that my results showed I had a learning disability. I then went to my pedestrian to talk about it and then to a special learning center in Sewickley for further

I am a student that has had to work hard for as long as I can remember in achieving my goals, dreams, both personal as well as academically. After many years of testing, I was diagnosed with dyslexia in my sophomore year of high school. Dyslexia is a congenital language process disorder. It can hinder reading, writing, spelling and sometimes speaking. Dyslexia is not a sign of poor intelligence

After finishing middle school and the first two years of high school, I finished out my High School years at Jenkins. Jenkins is where I discovered I wanted to work with children. And not just any children, I wanted to work with special needs children and children who were only slightly behind. I had a friend there who had a learning disability. She could function just as well as the rest of us in the class; she just had a hard time grasping certain concepts. She was always picked on and decided that she wanted to give up. I felt horrible. My heart was broken because

However, I refuse to let it hold me back. English homework that takes classmates thirty minutes to do takes me twice as long. When teachers ask students to read out loud, I never raise my hand because of fear I’ll mess up. I slump down in my chair praying the teacher doesn’t call on me. Instead, I participate in other ways like answering questions teachers pose to the class. When people ask what it’s like to have dyslexia, I try to explain, but there’s nothing I can say that will allow them to truly understand. Often, I share one of my earliest memories. In preschool, we were learning the difference between right and left. The teacher kept saying your left hand is the one that makes an “L.” I stood there staring at my hands in confusion. I didn’t know which way “L” faced. It’s hard for those who haven’t experienced this to fully comprehend the obstacles I’ve had to overcome to get where I am.

While in elementary school I was diagnosed with a type of dyslexia, which did not make school easy for me because I already had a speech impediment due to being tongue tied. I got taken out of class everyday in elementary school to work on my speech and reading skills. Most teachers just thought I was not intelligent and put me in the lowest reading groups. Third grade was a turning point for me; my teacher, Mrs. Eddy, saw that I was intelligent enough to understand the hardest material, and she did her own research online which no other teacher had done for me. She helped me come up with techniques to help me read with my dyslexia more than any other teacher or reading coach had in school. I even started to attend a speech class in Edinboro every other day after school. I eventually learned how to work around my dyslexia and speech impediment. By the time I was in sixth grade, I did not need any more special attention for my impediments, and I started to take school more seriously. Now that I am over that tedious obstacle in my life, I am always striving to be the best version of myself as I can possibly be. I have worked way too hard to be stopped by anything that stands in between me and my

My hardest struggle hit me like a rock, but I was not aware I had this learning disability until eighth grade. From the beginning of third grade to the end of fifth grade I would meet with my tutor, at her home, every Sunday from 2-4pm. My tutor’s name was Mrs. Thomas and if I had never met with her, and been willing to work, I would not be at the level I am today. Mrs. Thomas helped me with every English strategy known to man. She made learning fun and interesting for me. It was a sad Sunday afternoon when Mrs. Thomas told me that she was moving to Kentucky and could no longer tutor me. I was very happy that I was given that opportunity to learn in such an extraordinary manner with a such great

Learning how to read and write was a challenging task for me as a kid. I believe I couldn’t read until the second grade and that was embarrassing. Being a slow learner made me insecure, which hindered me from building the confidence I needed to succeed and get pass identifying with having a disability. Instead, I was enrolled into a special ed class that I had to leave my regular class to attend. During my special ed class all I could think about was how I couldn’t wait to get back to my regular class so I didn’t have to tell any of my classmate where I was. Therefore, my focus unfortunately wasn’t on learning, like it should have been!

In elementary school, I was denied the opportunity to be in the higher ability program. My test scores and grades gave me eligibility, but there was only one higher ability teacher that had a limit of the amount of students she could teach. Because of this, I breezed through my 3rd and 4th grade years. I performed better than the other students

Dyslexia is a lifelong struggle with constant challenges with reading and speaking. About five to ten percent of the United States population deals with the learning disorder dyslexia (Van den Honert, n.d.). It is a neurological condition that is mainly caused by genetics but there are some rare cases in which it is acquired. Dyslexia interrupts the normal processes of reading and speaking (Van den Honert, n.d.). All of which are used in daily life and this makes life and school so much harder for dyslexics. They must learn to live with the condition for their entire life and there is not really a treatment for it. With the constant struggle and reminder of their

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).