Dyslexia Disorder

Dyslexia Disorder

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Dyslexia Disorder

Reading disorders can largely affect the academic performance of learners which requires instructors and parents to be able to identify such problems and enact effective mitigation measures. Dyslexia is one of such complications that could affect academic performance because learners find it difficult to read, comprehend, and write. The learner’s morale also depreciates when suffering from dyslexia, which affect their overall academic performance. Instructors need to be conversant with some of the approaches that could help to address the matter because techniques they use to teach such learners could go a long way into helping them get better. Embracing teaching styles that address the impediments dyslexia learners encounter presents a better chance to improve the condition of these learners as well as their academic performance.

Describing the Disorder

Dyslexia has existed for many years and has be described in different forms. It is a type of a learning disorder that entails hardships reading because of challenges in recognizing speech sounds and understanding how they relate to words and letters (Fragel-Madeira, 2015). It is also possible to describe dyslexia as a disorder in young people, particularly children who fail to develop the skills of spelling, reading, and writing despite having the experience for classroom learning. Dyslexia, also known as reading disability, tampers with parts of the brain the process language (Fragel-Madeira, 2015). The challenges often emanate from a deficiency in the phonological element of language that is usually not expected in relation to other cognitive skills in the delivery of suitable classroom guidelines (Fragel-Madeira, 2015). Some of the secondary complications associated with dyslexia encompass complications in comprehending readings and decreased reading experiences that can derail growth in vocabulary use as well as background information.

Dyslexia can be referred to as the most rampant learning problem in children and remains with someone for the rest of their lives. The seriousness of dyslexia can differ from less serious to severe. The earlier dyslexia is addressed, the more effective the results. Nonetheless, it is not too late for individuals with dyslexia to gain skills on how to advance their language proficiency. It is important to be cautious as a parent or teacher because in some instances dyslexia can go unnoticed in the early years of learning (Fragel-Madeira, 2015). Failure to detect the condition early enough can make learners so much frustrated by their hardship to learn and read. However, it is still essential to understand that some problems can camouflage as dyslexia, but in real sense they are not. Children with such a problem may display indications of low self-esteem and depression, and may not display appropriate behaviors at the home environment and in school (Fragel-Madeira, 2015). Such learners may also become uninspired and form a dislike for the learning process, and their prosperity may be affected if the concern remains unaddressed.  

Scholars believe there is no single indication that signals a person suffers from a learning deficiency. Experts identify a noticeable dissimilarity between how impressive a learner performs in school and how well he could do without any problem or with needed support. However, an instructor or parent may suspect that a child suffers or could possibly be suffering from dyslexia if the child is unable to read and write appropriately and if they have listening and speaking complications (Fragel-Madeira, 2015). Furthermore, a child could be suspected of having dyslexia is they have complications with reasoning and doing math. However, it is imperative to understand that these signs differ from one person to the other because one individual with learning disability may not have the same kind of learning complications as another person with the same problem.

People with dyslexia can also develop other health problems that require considerable attention; otherwise, it could result in significant problems. Fragel-Madeira (2015) informs that it is not rare for learners with dyslexia to also be found with other health problems. Many instructors and parent are possibly aware of the large number of learners who have been diagnosed with dyslexia and attention deficit hyperactivity disorder (ADHD) (Fragel-Madeira, 2015). Such as existence of two or more ailments in the same person is known as comorbidity. A more formal description of comorbidity is when two or more ailments co-exist more than expected by chance. It is also important to acknowledge that research has not identified clear lines between reading complications or disorder and dyslexia (Fragel-Madeira, 2015). The lack of clarity may contribute to the inclusion of some learners with reading hardships in these researches, even when the cause of their reading challenges may not be linked to dyslexia directly. While significant research is ongoing concerning the co-occurrence of autism spectrum disorders (ASD) and dyslexia, most of the identified reading disorders related with ASD are considerably unlike dyslexia and entail some challenges with understanding reading as a consequence of the wider communication and language elements of ASD (Fragel-Madeira, 2015). Nevertheless, learners with dyslexia may also show externalizing mental problems as comorbid issues. Which encompass behaviors associated with controlling impulse, disorders that define conduct, and disorders that cause defiance.

Impact of Dyslexia on School Activities and Performance

Dyslexia can affect a learner’s performance and engagement in certain school activities, which calls for much attention, especially when teachers or parents suspect a case of dyslexia. A learner cannot effectively engage in the daily learning activities and processes when they can hardly recognize a word, if they cannot spell properly, and when they have problems with decoding (Kalsoom et al., 2020). Furthermore, learners may find it difficult to perform impressively when they can hardly build their vocabulary or comprehend what they read. Some of these activities form the key elements in any learning process and when a student cannot perform well in these areas it become difficult to excel in the learning process (Kalsoom et al., 2020). Such learners may require special attention to perform relatively better; otherwise, they may lag behind as their fellow students make significant strides.

It is essential to understand that the effects of dyslexia extend beyond writing and reading, and affect self-image and motivation. Affected individuals feel that they lack the capacity that others have to engage in their learning activities undisturbed. Consequently, such learners may detach themselves from the learning process, which further affect their performance (Kalsoom et al., 2020). Affected learners lack the courage to approach others with questions, and may hesitate before seeking help from others. Lack of or decreased motivation may lead the learner to feel like changing schools or quitting altogether and may also cause decreased levels of participation in learning activities (Kalsoom et al., 2020). Other issues associated with lack of or decreased motivation among learners with dyslexia, include affected communication and reduced productivity. For some learners, the problem can become an impediment towards learning processes. Kalsoom et al. (2020) inform that if unattended, the issue can cause adverse outcomes during their career. Consequently, the most suitable approach to deal with the problem is to identify cases early enough and take suitable remedies to address the problem using the most suitable intervention techniques.

Best Practice Treatment/Remediation in the School

Dyslexia can be a real challenge for teachers but is possible to embrace certain measures at the school setting that may help to address the problem in the most effective manner. To begin with, it is important to mention that there is no acknowledged approach to correcting the underlying brain problem that results in dyslexia (Knight, 2021). Nevertheless, detecting and evaluating the condition early enough may help to determine the actual needs and suitable intervention that can help to manage the condition. It is possible to treat dyslexia using particular educational techniques and styles, and the sooner the mitigation commences, the better (Knight, 2021). Teachers can know what intervention approach is the best for their learners by conducting a psychological test that helps the instructor to formulate an appropriate teaching schedule. Educators may utilize approaches including touch, hearing, and vision to enhance reading capabilities (Knight, 2021). Helping a student utilize various senses to learn – for instance, tracing using a finger the shape of used letters or following a taped class – can improve how the learner processes information. Educational techniques also aimed at treating affected learners should emphasize on imparting learners with skills to recognize and utilize the slightest sounds that form words (phonemes) and to know that various letters when put together form words (Knight, 2021). Moreover, the teaching should be aimed at teaching affected learners to understand what they read and teach learners how to read aloud to foster their reading preciseness, fluency, and speed. More fundamentally, the tutor should pay special attention to building the learner’s vocabulary of known and unknown words (Knight, 2021). If possible, teaching sessions with a reading or writing specialist can be beneficial for many learners with dyslexia. Leaners with serious reading disability may require regular guidance, but it is essential to remember that the development process may be considerably slower.

Instructors need to consider other factors that are equally essential when seeking to alleviate the effects of dyslexia when handling learners with the condition. The tutor needs to utilize classroom materials and routines that are likely to improve how learners with dyslexia master the content despite living with the condition (Knight, 2021). A suitable approach in this instance is to use visual materials and read them out loud to the class. Another possible approach is to offer colored bookmarks to improve how learners on particular lines when reading a paragraph or text. Another suitable approach is to utilize large-print texts because this enhances visibility and are likely to attract the learners’ attention (Knight, 2021). Hence, instructors dealing with learners with dyslexia should know what it takes to guide such students in the most effective manner.  

Case Study

Seline is a 12 year-year-old girl in 7^th grade. She can hardly comprehend what she reads and has difficulty writing and remembering past activities. Upon visiting a health practitioner who performs a series of reading tests because it is not possible to diagnose dyslexia with a brain scan or blood test (Kalsoom et al., 2020), it emerges that the child suffers from dyslexia. The doctor recommends that the child attends a school where she gets instructions from a teacher who knows how to relate with such learners. Moreover, the health practitioner recommends that the parents and set an example for reading to guide the learner on what to do.

Conclusion

The study identifies dyslexia as a major concern among learners than could affect their performance and overall engagement in learning activities. People with dyslexia cannot exercise certain skills as effectively as students with the reading disorder. Some of the challenges affected individuals may encounter, include challenges with reading, writing, listening, speaking, reasoning, and performing math assignments. However, it emerges that the signs and level of learning disability may differ from one individual to the other because whereas an individual can display certain features others may not or may show even worse signs. Nonetheless, the study emphasize the need to be clear when suspecting a case of dyslexia because some students only suffer from reading problems that may not be termed as dyslexia. The study also identifies that some people with dyslexia also have also ailments with ASD and ADHD being some of the common comorbidities associated with dyslexia. Research is still ongoing to confirm that some forms of reading problems are not dyslexia because evidence suggests that some people could be having trouble participating in learning activities but may not be suffering from dyslexia. The study shows the significance of deploying certain treatment methods at the school setting that may help to address the problem in the most effective manner.

References

Fragel-Madeira, L. (2015). Dyslexia: A review about a disorder that still needs new approaches and a creative education. Creative Education, 6(11), 1178-1192. doi:10.4236/ce.2015.611116

Kalsoom, T., Mujahid, A., & Zulfqar, A. (2020). Dyslexia as a learning disability: Teachers’ perceptions and practices at school level. Bulletin of Education and Research, 42(1), 155-166. https://files.eric.ed.gov/fulltext/EJ1258036.pdf

Knight, C. (2021). The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching. British Journal of Educational Psychology, 91(4), 1110-1126. doi.org/10.1111/bjep.12408