What Is Dyslexia and What Can You Do If You Have It

Today, there is a momentum towards researching the possible hereditary influences of developmental dyslexia. As recently as 2013, The Oxford Dictionary of Social Work and Social Care considers that there is an “inherited component” to dyslexia. (Harris & White, 2013, p. 179) Today’s social work perspective is more flexible with the term itself, as it is considered by to incorporate a range of difficulties with lexical information-processing. However, The Oxford Dictionary does not provide a context for these “difficulties” as they are experienced by the language-learner, and therefore seems to support (perhaps unwittingly) the notion that there is a so-called “normal” way for a person to learn language. Blachman (2013) advances a more orthographical conceptualization of dyslexia, whereby the dyslexic language learner defies common literacy principles in favor of their own. These tend to be more visually-oriented, so that a picture or a feeling is associated with an entire word, as opposed to the sound-to-syllable associations learners are “supposed” to

There is often a child in a class that cannot read, spell, speak, or do math as well as they should for their age level. He or she grows up thinking they are stupid, or are going to be unsuccessful in life because they are not “smart” like their classmates. He or she is not stupid, they are usually incredibly smart, and are possibly just dealing with dyslexia. Dyslexia is a type of learning difference that can affect a person’s ability to read, write, speak, and do math. Dyslexia is very common, with one out of every five U.S. school children suffering from dyslexia. Dyslexic children often discover that their parents or a close relative also have some form of learning disability, supporting the idea that dyslexia is hereditary. Dyslexia is

Assessing dyslexia can be difficult because dyslexia is a matter of degree and has similar characteristics to different syndromes. Teachers or often the first to notice signs of dyslexia in a child. When teachers notice abnormal literacy difficulties they can use an initial screening device like a checklist to look further into the possibility of this child having dyslexia. These screening devices are informal, but have shown to be useful in the preliminary stage. A professional trained in the assessment of dyslexia is required for a formal assessment and diagnosis.

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

Dyslexia is a neurological condition that affects ≈15% of the world's population (Ramus et. al, 2013). It is defined as a difficulty in learning to read or interpret words, letters, and other symbols (Pauc, 2015). This disability is associated with struggles in reading-related tasks such as word identification and spelling in spite of normal intelligence, adequate education and motivation to read proficiently (Ma et.al, 2014). People with dyslexia possess difficulties in taking notes, writing essays, finishing letters or reports, and showing their level of understanding in exams. The right hemisphere is impaired in a dyslexic's brain, which is responsible for speech and reading, and because of this, they have to rely on the left

Since dyslexia is a neurological condition along with difficulties with different aspects of reading dyslexia can have cognitive aspects as well, such as speech perception, recognizing and manipulating the basic sounds in a language, language memory, and learning the sounds of the letters (citation). All in all, up to 10% of the population is predicted to have some form of dyslexia therefore it is imperative that educators are able to identify these students and know strategies that can help them early on in their formal

Remediation, having the student practice phonemic awareness, actually makes changes in the brain and increases the activity in the necessary parts to develop reading skills (Reading Development and Challenges PowerPoint, May 28). Understanding what the students are struggling with, such as understanding that it is recognizing phonemes which plague students with dyslexia, is integral to being able to actually devise accommodations in the classroom and strategies to help them. Shaywitz (2003), for example, helped me understand that in the case of a student with dyslexia, it is not the knowledge which they lack, but rather the ability to decode the phonemes of the word. It is not a lack of intelligence, but rather a difficulty with

For a long time, dyslexia has been causing many humans, especially children, to have learning difficulties. The World Federation of Neurologists define dyslexia as, "a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities" ("Dyslexia," 2013). Sometimes the letter m might look like w, and the number 3 might look like 8; dyslexia basically makes it harder for people to improve their language abilities. This is the behavior I wish to change because of the many negative impacts it has on people's literacy skills and lives. Many dyslexic children have considerable disadvantages while reading out loud or taking

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

Dyslexia is a common reading disorder that is often first recognised when children enter school. It is often characterized as, a disorder where individuals struggle with reading but this struggle does not generally have anything to do with the individual 's overall intelligence. Different people are affected to varying degrees by dyslexia, some people have difficulties in spelling words, reading quickly, writing words, "sounding out" words in their the head, pronouncing words when reading aloud or understanding what they are reading (Mayo Clinic Staff, 2014). There 's no cure for dyslexia and it is estimated to impair about five to twelve percent of school aged children in North America (Elbert, Lovett, Cate-carter, Pitch, Kerr, & Barr,

Dyslexia affects an estimated 15-20% of people, to differing degrees, and is a learning disorder which is categorised by a difficulty with reading and spelling. Individuals, undiagnosed but suffering from dyslexia, generally struggle with a conflict between their actual ability and how much they achieve; they do learn, but the way in which their brains process information is different to the majority of people.

The characteristics of a dyslexic person can be very different from one person to the other, just as the characteristics of students without disabilities are different. These students show a different combination of learning problems. “Such characteristics are learning style, motor dexterity, time/math, memory/cognition, language/reading skills, behavior and vision. Sometimes the dyslexic youngster has early or late developmental stages, such as crawling, walking or talking” (Grolier’s).

Students with dyslexia often struggle with expressive and recessive language disorders. According to Wilkins & Garside “they have difficulty with reading, spelling, understanding language they hear, or expressing themselves clearly in speaking or in writing.” There are many strategies teachers can use to assist students with dyslexia and help them become successful in the classroom lessons. One strategy that can be used to help students with dyslexia is allowing students to use graphic organizers while reading or doing an activity. This allows them to organize their thoughts. For students who struggle with remembering details or retelling a story they just read, the use of a flow chart with pictures to help retell stories or put the events

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.