Educationally speaking

What Is Dyslexia?

Mmaotho Segotso | Friday August 7, 2020 12:49

Different people are affected to varying degrees. 

Problems may include difficulties in spelling words, reading quickly, writing words, 'sounding out' words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. When someone who previously could read loses their ability, it is known as 'alexia'. The difficulties are involuntary and people with this disorder have a normal desire to learn. 

People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers. It is estimated that as many as one in five kids has dyslexia and it affects boys and girls equally.

Classsification

Dyslexia is divided into developmental and acquired forms. Developmental dyslexia begins in early childhood whilst acquired dyslexia occurs subsequent to neurological insult, such as traumatic brain injury and or stroke. People with acquired dyslexia exhibit some of the signs or symptoms of the developmental disorder, but requiring different assessment strategies and treatment approaches.

Causes

The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a person with dyslexia develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, students with dyslexia can learn successfully.

Dyslexia occurs in people of all backgrounds and intellectual levels. People with dyslexia can be very bright. They are often capable or even gifted in areas such as art, computer science, design, drama, electronics, math, mechanics, music, physics, sales, and sports. In addition, dyslexia runs in families; having a parent or sibling with dyslexia increases the probability that you will also have dyslexia. For some people, their dyslexia is identified early in their lives, but for others, their dyslexia goes unidentified until they get older.

Misconceptions

As is the case with any disorder, society often makes an assessment based on incomplete information. Before the 1980s, dyslexia was thought to be a consequence of education, rather than a neurological disability. As a result, society often misjudges those with the disorder. There is also sometimes a workplace stigma and negative attitude towards those with dyslexia. If the instructors of a person with dyslexia lack the necessary training to support a child with the condition, there is often a negative effect on the student's learning participation.

There are great misconceptions and myths about dyslexia which make it that much more difficult for someone with dyslexia to receive help and generally be understood.

  • It is a myth that individuals with dyslexia “read backwards.” Their spelling can look quite jumbled at times not because they read or see words backwards, but because students have trouble remembering letter symbols for sounds and letter patterns in words.
  • Dyslexia is not a disease and, therefore, there is no cure. With proper diagnosis, appropriate and timely instruction, hard work, and support from family, teachers, friends, and others, individuals who have dyslexia can succeed in school and later as adults.
  • Individuals with dyslexia do not have a lower level of intelligence. In fact, more often than not, the complete opposite is true.

Signs

A young person with dyslexia may:

  • Struggle with learning even simple rhymes
  • Have a speech delay
  • Have trouble following directions
  • Repeat or omit short words such as and, the, but
  • Find it difficult to tell left from right

In school, children with dyslexia are likely to:

  • Have difficulty sounding out new words
  • Lack fluency compared to other children their age
  • Reverse letters and numbers when reading (read saw as was, for example)
  • Find it difficult to take notes and copy down words from the board
  • Struggle with rhyming, associating sounds with letters, and sequencing and ordering sounds
  • Stumble and have difficulty spelling even common words; frequently they will spell them phonetically (hrbr instead of harbor)
  • Avoid being called on to read out loud in front of classmates
  • Become tired or frustrated from reading

Dyslexia affects children outside of school as well. Kids with dyslexia may also:

  • Find it difficult to decode logos and signs
  • Struggle when trying to learn the rules to games
  • Have difficulty keeping track of multi-step directions
  • Struggle with getting the hang of telling time
  • Find it especially challenging to learn another language
  • Become incredibly frustrated, which can affect their mood and emotional stability

Tips on teaching Dyslexic children

Praise Gives Power Criticism Kills: A person with dyslexia needs a boost to their self-confidence before they can learn to overcome their difficulties. They have already experienced failure and deep down they often don’t believe they are capable of learning. To re-establish self-confidence, provide the opportunity to succeed and give praise for small achievements.

Don’t ask a person with dyslexia to read aloud: Words are likely to be misread or skipped, causing embarrassment.

Don’t give a punishment for forgetting books or sports kit: Offer positive strategies such as having one place to put things away.

Don’t use the word ‘lazy’: People with dyslexia have to work harder to produce a smaller amount. They will have difficulty staying focused when reading, writing or listening.

Expect less written work: A person with dyslexia may be verbally bright but struggle to put ideas into writing. Allow more time for reading, listening and understanding.

Prepare a printout of homework and stick it in their book: Provide numbered steps, e.g. 1. Do this. 2. Do that etc.

Do not ask them to copy text from a board or book: Give a printout. Suggest they highlight key areas and draw thumbnail pictures in the margin to represent the most important points.

Accept homework created on a computer: Physical handwriting is torture for most people with dyslexia. Word processors make life much easier. Allow them to use the Spell Checker and help with grammar and punctuation so that you can see the quality of the content.

Discuss an activity to make sure it is understood: Visualizing the activity or linking it to a funny action may help someone with dyslexia remember.

Give an opportunity to answer questions orally: Often people with dyslexia can demonstrate their understanding with a spoken answer but are unable to put those ideas in writing.

Whereas a difficulty can be overcome, a disability describes a lacking ability that remains with you for life. When you see dyslexia as a difference instead of a mental deficit, it is easier to look at the positive aspects it brings. For example, dyslexic people are often extremely creative individuals who excel at seeing the big picture, finding patterns and bringing together information from different domains. They may be spatially oriented and are often talented artists or musicians. They also tend to be dynamic problem solvers and “think outside of the box.”

“The advantage of dyslexia is that my brain puts information in my head in a different way.” Whoopi Goldberg, Actress and Singer

Source: International Dyslexia Association