Learning, Social, And Emotional Development

Discussions of dyslexia require a definition of the term, and this is where we can come into some confusion if we are not careful. In fact, the “problem” itself exists in the defining of the word, and thus the labeling of those to whom the definition applies. However, with some knowledge of the etiology of “dyslexia” we can begin to ply our beliefs off the population of “dyslexics” and start to gain some understanding of their experiences with language learning. This is, after all, the intention of this research. Guardiola (2001) also assisted in redirecting the academic focus in this direction, towards the etiology of the term and how its history has shaped current social work, education, neurobiology, and psychology perspectives.

The Merriam-Webster dictionary defines dyslexia as a disorder in the brain that makes it difficult for an individual to write, read, and spell. People who have been diagnosed with the learning disability are often thought to be “lazy, dumb, careless, ‘not trying hard enough,’ or [have] behavior problems” according to Ronald D. Davis, founder of the Davis Dyslexia Correction Center.

     Dyslexia is a disorder in which someone has difficulty reading, which is not caused from a

According to Hull Learning Services (2013), dyslexia continues to be a subject of great debate. The word dyslexia is originated from the Greek dys- meaning ‘difficult’ and -lexia meaning to do with language. There are multiple definitions of dyslexia, because the matter in which in manifest in children and adults vary greatly. Definitions of dyslexia often focus on difficulties with the processes of writing, reading, spelling and general organization of everyday tasks. Dyslexia has been defined as the inability to acquire literacy despite normal intelligence. Other definitions have described dyslexia in terms of a list of symptoms. The symptoms often included are laterality problems; reversals in numbers, letters and/or words; reading

Channel 4 Dispatches programme entitled ‘The Dyslexia Myth’¹ was aired in September 2005. The purpose of the documentary was to inform society of the proposed misconceptions and myths of the condition which affects 1 in 5 people. The programme details how the common understanding of the learning impairment is not only false, but how this particular diagnosis makes it harder for children with reading difficulties to receive help. The director of the documentary clearly wants to get across the message that dyslexia is a myth. The documentary has since faced a lot of backlash from the media and families affected by the developmental disorder.

On that basis the rationale behind this assignment is to further understand the term ‘dyslexia’, to consider the definition and diagnosis, as well as the barriers to learning it can generate. Consideration will also be given to the strategies that can be employed to assist learning, as well as promote the

     Scientists have been interested in dyslexia for a long time. For instance a scientist by the name of A. Kussmaul started researching this disorder in 1881. He came up with a theory of a certain inability as “word

“Dyslexia is a language-based learning disability” (“Frequently Asked Questions”). It makes reading, writing, comprehending, summarizing, spelling, and many other things that involve words and letters difficult. Some people with it may even struggle with math while others could be astounding at it. Dyslexia is not a form of retardation, but sadly 80% of people associate dyslexia with some form of retardation (“Dyslexia Facts and Statistics”). In most cases, dyslexia is genetic, but researchers still do not know how it is caused, passed down, or generated with or without a genetic past (“Frequently Asked Questions”). Dyslexia will never go away, so people with it will have to learn to overcome it.

The term “dyslexia” was first introduced in 1887 by Dr. Rudolf Berlin when he suggested that difficulty with reading may be caused by “cerebral disease instead of brain injury” (Hennigh 1995).

The National Centre for Learning Disabilities says that dyslexia is a neurological and often genetic condition, and not the result of poor teaching, instruction or upbringing. Dyslexia is a specific reading disability due to a defect in the brain's processing of graphic symbols according to the MNT Knowledge Centre. It is a learning disability that alters the way the brain processes written material. It is typically characterized by difficulties in word recognition, spelling and decoding. People with dyslexia have problems with reading comprehension.

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).

Linguistic models of reading and dyslexia now provide an explanation of why some very intelligent people having trouble learning to read and performing other language-related tasks. Medical students with dyslexia, puzzling their teachers on their comprehension inconsistencies of material. Displaying an elaborate understand to complex mechanisms of a disease, but then not knowing the labels used in anatomic descriptions, supports that they have poor rote

Of the three previously mentioned diseases, Dyslexia impairs a person’s ability to read, write, and spell (NINDS 2003). Although they are of normal intelligence, their reading level is below average. They will usually have “trouble with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding.” (NINDS 2003). Children with dyslexia complain they cannot read their textbooks, do not have enough time to finish tests, cannot take notes, and are unable to read their own handwriting (GVSU 2000). Dyslexia does not affect every person the same way, and signs of the disorder may not be prevalent until later, when grammar and more in-depth writing skills are introduced. Dyslexia can also create a difficulty in processing vocabulary and thoughts correctly when speaking, and understanding what one says when they are spoken to. Dysgraphia is another neurological disorder that focuses on writing. When a child with this disorder is first introduced to writing, they will make unnecessary spaces between their letters, and some letters will be

Dyslexia is a learning disability that is very common in the world but some people don’t know