My Dyslexia Analysis

Dyslexia is a term regularly bandied about the educational community and is a word that is likely to have been heard by most of the general public. For all its popularity, dyslexia is a term that is shrouded in confusion and ambiguity. This confusion was experienced first hand during SE1 and has been observed as something trainee teachers and teachers alike encounter regularly (PLL, 5/11/11], Appendix 1, pg2).

Many people generalize Dyslexia to be just a reading problem, but it also affects yours ability to hear and manipulating words. This is interesting because I didn’t know that dyslexia could have effects on an individual's hearing. Dyslexia is diagnosed at a very young age, around eight or nine years old children are diagnosed with dyslexia. This is a sad fact that millions of children around the word get diagnosed with dyslexia every day and there isn’t much we can do to stop this. Chapter 4 was very mind provoking because it shows how we misinterpret advantages and disadvantages. Things that seem like a disadvantage or a weakness can actually be the opposite. A point which Gladwell continuously comes back to throughout the book.

Schmidt et al. (2015) studied the relationship between response inhibition and phonological processing in children that have dyslexia. Dyslexia is defined as an impairment in reading or writing that causes significant discrepancies on a child’s potential to learn. Response inhibition, which is the ability to intentionally inhibit dominant automatic responses when necessary, was analyzed to explore the connection to the use of phenomes to understand spoken or written language, otherwise known as phonological processing.

This study is about the correlation of parents with dyslexia and their children’s increased risk of developing dyslexia. The literacy skills of the parents and the characteristics of children are studied. This study used experimental research grouping familial risk dyslexic and familial non-dyslexic with a controlled group. This study also used correlation looking at arithmetic, reading, rapid naming, and phonological awareness of those at risk.

Most of my life I’ve known that I learn differently from others, since I have the disability dyslexia. But what has always been a mystery for me is why is dyslexia classified as something inherently negative. Dyslexia has helped me gain many strengths to succeed not only in school but in life too. This trait has led me to being a critical and creative thinker to help me overcome obstacles in every type of learning environment.

I enjoyed reading your post. I think that you said it best when you stated that “Dyslexia is a condition characterized by difficulty learning to read in spite of normal intelligence and exposure to standard instruction”. Those who suffer from Dyslexia are unable to break down letters within words. They also cannot produce these letters into different sounds (Understanding Dyslexia,” 2015).

When I was a young child I used to have problems with reading that extended past the normal hiccups most children had. My friend thought it was dyslexia because he had trouble with it as well but I knew it wasn’t that. It wasn’t till my principal took me into her office and tried to really help me understand and read better. We tried many things to help me read better and more efficiently, most of them didn’t work, being the lazy and hard headed child that I was. I sort have given up on reading well as a whole by the fourth grade. But my principal was very determined to help me, one day she had printed out a piece of paper but instead of just words on white paper like she would usually have me do it was on a green piece of paper. To me it was

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.

I have dyslexia, Which to me now isn't a big deal I take all the normal classes Get almost all A’s and I read well. I am not a great speller but that's not anything I can really change that. Dyslexia is something i've come to terms with in my life and I rarely think about that it affects me anymore, but it wasn't always like this for me.

Project 5: Internet Research Project on Students with Special Needs (Chapter 5-Students with Special Education Needs)

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

As far as I know there are no genetic of family traits associated with Dyslexia that might have had an impact on his education and learning. He requires no overlay and has not expressed a need for coloured paper. He therefore does not experience any difficulties associated with visual stress/Irlen syndrome.

Perhaps the most significant challenge that I have faced in my academic career has been my Dyslexia. I found out about this learning disability when I was young and one of my teachers noticed my test scores were not matching up with my skill level and when I was given a written test and a verbal test I preformed significantly better in the verbal test, which they said was due to the Dyslexia making it difficult for me to write down information that I already knew. After they noticed this I spent roughly five years in special education classes trying to learn how to overcome this disability. After those five years I was able to prove to the administration that I had overcome my disability to an extent where they took me out of the special education

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

Dyslexia, a language-based learning disability, effects about 70-80% of students, which works out to be about one student in every classroom (Moats & Tolman, 2017, p. 1). Among these students, is John, a student in my classroom with Dyslexia. John shows difficulties in certain areas of reading and is behind his classmates in his reading abilities. John, in particular, shows his difficulties in areas of fluency, decoding, comprehension. John’s difficulties affect one another. His poor ability to decode words affects his fluency which then affects his comprehension skills. For example, the other day when John was reading aloud to me, he had a very difficult time decoding unknown vocabulary words. He would pause when he got to each unknown word and not know how to pronounce or