Dyslexia In Children

homework, reading books, or engaging in any other activity that they find intimidating due to their language challenges. They lose motivation for academic pursuits because they feel that they are beyond help, and will not be able to learn as others do even if they put forth the effort. Rubin (2002) studied that the difficulty in developing expected literacy skills such as language processing has other ramifications on children impacted by dyslexia. Research has shown that children experiencing dyslexia often are self-conscious and feel something is wrong with them Children with dyslexia also have a great deal of self-doubt. Researchers have often stated that it is a result of school experiences.
1.2.3 Effect of Dyslexia on Child’s Behavior
The types of behavior disorders discussed above have many implications on the behavior of children, under this heading the effects of the dyslexia label on the child behavior is shown.
Gwernan-Jones and Burden (2010) pointed out that to save their identity dyslexic children acquire particular ways to deal with their situations which can be easily shown in their behaviour. Children with dyslexia often share common problems in the areas of feelings, thoughts and behaviour. They are reluctance to re-check they avoid the pain, fear and worry of work finding that the last effort was incorrect. It also holds the possibility of bringing the activity to an end more quickly. Distractibility The child may be highly distractible during literacy activities or activities that require a written or reading response. Such a strategy may be pure avoidance, or may simply reflect a belief that success on the task will not be possible. Have poor listening skills as child finds it hard to listen to instructions because he is worrying about the outcomes of the activity. It is hard to take in information when preoccupied with something else. An everyday example of this, is the common experience of not remembering someone’s name when first introduced to that person. This is because you may be anxious about the conversation that will follow, and do not give full attention to the name.
There are suggestions that both unrecognised and recognised dyslexics receiving insufficient or inappropriate support can feel devalued at school and turn to deviant behaviour. This is a response to their sense of low self-esteem induced by school, and as a way of gaining recognition from their peers (Kirk & Reid 2001). Low self-esteem among dyslexics may lead to a pattern of anti-social or maladjusted behaviour, which could lead to more serious forms of deviant behaviour and ultimately
imprisonment.
Alexander-Passe (2007) studied in the School Situation Survey, he investigated both the sources and manifestations of stress amongst dyslexic pupils and non-dyslexic sibling controls. Results suggest significant differences between the groups, with dyslexic pupils experiencing the highest stress levels, specifically in interactions with teachers, worries over academic examinations, and performance testing, causing emotional (fear, shyness and loneliness) and physiological (nausea, tremors or rapid heart-beat) manifestations. Higher levels of anxiety, though not clinically significant, have also been found among pupils with specific learning difficulties. Anxiety leads to inability to relax, often having trouble falling or staying asleep. Worries may be accompanied by physical symptoms such as headaches, irritability, muscle tension, fatigue and problems with concentration. Consistent and painful failures at school, and developed feelings of helplessness, were found to be associated with depression among pupils with specific learning difficulties. Depressed pupils may exhibit irritability, poor concentration, sleep disturbance, intense feeling of sadness, lack of interest, fatigue, social withdrawal and suicidal thoughts.
Heaton and Mitchell (2001) reported that mothers watching you-tube on how to commit suicide. Almost 80% of them commented that: “I am not worth living because