Disability Of Dyslexia In Children

Dyslexia is a unique disability that causes many children difficulty during their educational process. It is a hindrance in the developmental stage of children. Dyslexia can be found in children from multiple types of backgrounds. However, it is not limited in its state as a child’s disability, for it stays with a person through adulthood also. Several questions need to be answered many say.
Firstly, what exactly is dyslexia? Somewhere between five and seventeen percent of the American population is believed to have dyslexia. An explanation for the inconsistency in the percentage is due to the fact that there is uncertainty among professionals about the definition of dyslexia (Ulrich 4). Throughout the years, dyslexia has been given
many different characteristics. The most popular definition is that the disability causes people to see letters and numbers backwards. However, this is usually not the case according to assistant professor of human development Elise Temple (Ulrich 6). “Dyslexia” comes from the Greek and literally means “difficulty with words” (Sanders and Myers 11). “Dyslexia is a condition that makes it hard for people to read, write, spell, speak, and listen. Dyslexics cannot figure out language the way most people do. Their brain has trouble making the connection between the way letters look on a page and the sounds of words. As a result, people with this condition may not be able to understand what words and sentences mean when they try to read” (Silverstein, Silverstein, and Nunn 6).
Next, what are the causes of dyslexia?
Researchers have been able to discover more about the disability of dyslexia through MRI and PET scans. These techniques allow scientists to follow the brain’s movement and gather new information about which areas of the brain are not in proper, functioning order. This data has revealed what was feared. The left hemisphere of the brain (the side devoted to reading and writing skills) performs differently in dyslexic’s brains (Silverstein, Silverstein, and Nunn 21). One theory states that dyslexia may be the result of slight vision damage. David J. Heeger, Ph. D., a professor at Stanford University, was involved of the creation of a small study of dyslexics done at Standford. Heeger and others found that the “level of activity in the visual cortex, the portion of the brain devoted to processing visual signals, appears to predict the speed at which dyslexics can read” (“Dyslexia and the Brain” 2). However, at the end of the experimentation Heeger stated that although the evidence was extremely persuasive about visual shortage linked with dyslexia there is just not enough information to support whether the deficiency causes dyslexia or is simply an indicator for it (“Dyslexia and the Brain” 2). Dyslexia is also connected to family history. Usually if dyslexia was found in past members of a family it is extremely likely to be passed down through the generations (Sanders and Myers
15). Are there any visible symptoms? Not all dyslexics are the same, however. There are many different warning signs for dyslexia. Some may have an issue with reversing letters or numbers. For example, a dyslexic may see “bed” but read it as “deb.” Others may have difficulty in linking letters with sounds or separating vocabulary into syllables. Another symptom that might be shown is difficulty in remembering what was read aloud (Silverstein, Silverstein and Nunn 14). Leaving out words or adding words in a reading may be a concern for others (“Facts about Dyslexia” 4). Others, however, may have problems with mixing up directions corresponding to space or time. For instance, right and left, up and down, first and last, early and late, yesterday and tomorrow, and months and days. Because of the constant mix up of letters and symbols, dyslexics may also have a problem expressing their thoughts in a way that others understand (Silverstein, Silverstein, and Nunn 13-14). Lastly, what can be done to help cure or reduce the occurrences of dyslexia?
Although there has been no cure directly for dyslexia right now, researchers are spending countless hours observing children with the disability to provide breakthrough for them. Roger Smith, a computer programmer, dyslexic, and motivational speaker, discovered what he believes is a revolutionary way to help dyslexics improve their conditions. Smith stated that by recording his voice pronouncing the vocabulary in his studies and re-playing the tape he was able to recognize which words he was saying incorrectly and correctly (5). Researchers have also found that exercises that fuel the cerebellum can restore dyslexics to complete health. The method is the “brain gym” technique. It uses visual, stability, and dexterity exercises to sharpen the section of the brain accountable for learning. According to scientists working on this case, more than eighty percent of the dyslexics who were involved were totally healed (Baines 2). Some, though, are not completely convinced of this treatment. A representative for the British Dyslexia Association stated that this program can improve dyslexia a small amount, but there is no known cure for dyslexia (Baines 6). Case studies and experimentation may work wonders, but research has shown that practical steps done in every day living conditions is what works best. The following items have been the most successful in making changes in lives of people with
dyslexia: “computers and word processors, spell-checkers and grammar checking programs on computers, ‘speaking’ computers and CD-ROMs, books on tape with text provided, tape recorders to record information, and keeping a homework and study diary” (Sanders and Myers 29). Although dyslexia may seem like a horrific disability accompanied by constant confusion, there are many positive attributes as well. All dyslexics are right-brain thinkers which mean that although their language skills may be in the lower percentile their creativity and artistic abilities are extremely high. This can explain why many who are dyslexic do so poorly in a school setting but excel in extra-curricular activities. This can also justify why dyslexics have become such great members in society. Some important people who have impacted the world are Benjamin Franklin, Leonardo da Vinci, Walt Disney, and Robin Williams (Silverstein, Silverstein, and Nunn 10). Dyslexia, however, is not something that should be ignored. There are many positives and negatives to this disability. Much more extensive research is necessary in this battle to discover a definite cure. “Such medical and education research along with sound diagnostic techniques and individually-designed educational programs can open the doors through which the dyslexic may enter into full participation in our literate society” (“Facts about Dyslexia” 15).