The Dyslexic Struggle

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.

Several studies have shown that when dyslexia is undiagnosed, it can cause a lot of frustrations and anxieties in the individuals involved (Riddick & Edwards as cited in Glazzard, 2012). Dyslexia is a ‘hidden’ disability, as there are no obvious external signs for people to recognize (Riddick as cited in Glazzard, 2012). It is not like some other disabilities, as for example down syndrome, or cerebral palsy which people can recognize from the moment they see them. People can get confused and assume different reasons for the children’s poor performance in school. That is why, when dyslexia is undiagnosed, the characteristics like ‘stupid’, ‘thick’, and ‘lazy’ are commonly used to describe students with dyslexia. People who are not aware about dyslexia cannot find any other explanations for them who are not doing well at school. Lack of assessment may result in low self-esteem compared to non-dyslexic students (Humphrey as cited in Glazzard, 2012 ). On the other hand, lack of appropriate help and support can have long-term effects for people with dyslexia when reaching adulthood (Morgan & Klein,

Mary Emma Campbell, freshman human development and family life education major with a concentration in child life said, “This ended up being much more difficult than I expected, it gave me a glimpse of what dyslexic students deal with daily.”

There are pros and cons to the sequence of events in Alison’s life. Was it a good thing that she was not diagnosed as a young child? If Alison was diagnosed with dyslexia when initially tested, to what extent would her education have been different? Research has shown that teachers may hold lower expectations for students diagnosed as having dyslexia than for students without any learning disabilities, and these expectations may, in turn, impact student achievement (Hornstra, Denessen, Bakker, Bergh & Voeten, 2010). When a child is labeled with a learning disability a teacher will often treat them differently. In addition, the child may lose the motivation to excel, especially if they are separated from their peers. Even though a dyslexic child can receive appropriate accommodations and support, such a label may also place

According to The International Dyslexia Association, the impact that dyslexia has is different for each person and depends on the severity of the condition and the approaches of the remediation. The

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

Dyslexia is the most prominent learning disability here in the United State but, it is also the most misunderstood. For centuries, those with dyslexia have been labeled as stupid and incompetent, when in fact they extremely intelligent, excelling in areas such as art, science and music. Due to our lack of knowledge and understanding, we as a nation are ignorant, deeming truth to the stereotypes that have long been associated with this so called “disease.” In order to reverse the damage that has already been done, we must differentiate fact from fiction. In order to fully understand dyslexia, individuals need to be provided with resources that address every aspect of the disability, including what it is, the possible causes, signs, symptoms and treatments available. Awareness is key to change!

All my life I have suffered with dyslexia. Growing up I have always known that I was different. Learning has not always been the best experience for me. Dyslexia is a scuffle that is hard to overcome. Once I got into high school I finally noticed something was defiantly wrong with my ability to learn even the simplest English assignment, it was like the class work was tougher than it was supposed to be. During my first year of high school I was put in Ms. James remedial Math class, I honestly couldn’t imagine myself being able to understand any type of digits being put together and making another number.

What people don't understand is that dyslexia is more of a reading disability which causes them to have difficulties in understand patterns and words and numbers. I have had the privilege to have an interview with someone close to me as a friend, who has severe dyslexia, and she explained to me that through her whole life she had a hard time at school and with every day to day life style. She explained to me only way she was able to get through it, was through her teachers at schools. Currently she still suffers with Dyslexia but she doesn't let it get to her in an emotional way. Throughout school she had to ignore

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).

It is very important to stay away from the “cookie cutter” style of teaching where everything is the same for all students. Allowing the students to use their creativity can truly benefit not only dyslexic students but also all students. Many dyslexic students feel trapped and restricted with common “busy work”. Of course teachers need to teach the appropriate curriculum but staying away from bookwork and constant worksheets is necessary. Involving more artistic and creative ways for students to learn subjects can help them understand and retain the information much better. Allowing a dyslexic student to express their thoughts and ideas can help them work through some difficult topics like reading, writing, and math. Giving the student the opportunity to be creative while learning the subject can help avoid stressful and frustrating situations that many dyslexic students face. Students diagnosed with dyslexia can often find themselves at a roadblock while doing book work but by allowing creativity to be used during exercises will help students problem solve in their own way. In many cases dyslexic students do not always find the generic way to solve a problem the easiest. By giving those students freedom to explore other options to achieve the final goal can help keep students positive and

Dyslexia is a learning disability that mainly affects the way how the brain decodes spoken and un-spoken language (Understood, 2016). Dyslexia makes reference to a bunch of symptoms which make reference to people having trouble with certain language skills, for the most part reading. Some specialists may even attribute it the name of “reading disorder” or “reading disability”; however, people with dyslexia may experience trouble with other language skills being speaking, spelling and writing (Understood, 2016). Dyslexia has no connections with the intelligence of a person, there are many dyslexic people who are gifted in areas such as the arts, science, business, and sports (WETA, 2006). Dyslexia is a long-life condition, nonetheless, the ways that this condition

A student is in school and the teachers have noticed a student who is struggling. They see that the student can’t read or solve problems as fast or easily as the other students. At home the student’s parents are pushing him to do better even after he says he’s doing his best. The teachers then decide to test him and it’s discovered that he has dyslexia. Now the teaches and the parents know that he is doing his best and just needs a little help, so they get him the help he needs and his grades start to improve along with his mood. As most individuals know, dyslexia is a learning disability that affects the brain and the most commonly is known to make those who have dyslexia see words backwards. This is true but isn’t the whole truth about dyslexia.

Under task-based coping, Coopersmith (1967)found out that dyslexic teenagers who cope successfully were active and more expressive. In the study of Wszerborowska-Lipinska (1997) high self confidence is required for the the successful coping of dyslexics. The findings in the study of Scott et al.,(1997) states that encouragement of talents and hobbies and search for self-worth are the the biggest factors in the success of dyslexics. Persistence and stubbornness are the keys in dyslexics success ( Reiff et al., 1997). In the study of McLougnlin et., (2002) found out that harwork and determination are just basic factors in dyslexics success at school.

Since all Dyslexic children differ from each other and learn differently it is crucial that parents and teachers incorporate all of their senses into the learning process as their visual or auditory processing may be impaired. Lawrence states that a child may pass a hearing or vision test quite easily, yet they may not be able to process this information into their memory. This shows how simple exercises can have a long lasting positive effect on the child in these early school years.