Dyslexia, a commonly misinterpreted Neuro-developmental disorder, entails inaccurate and rather slow word recognition, spelling, decoding words. This subsequently affects the vocabulary growth and reading comprehension. Although numerous misconceptions are attached to this condition, researches have proved that Dyslexia is not correlated to laziness or poor intelligence nor is it a result of poor vision. People having dyslexia possess a neurological condition that makes their brains or mind to absorb process and differently interpret information (Peterson, 2007, p.g 2). It occurs among the populace of all ethnic backgrounds and in most cases, more than just one family member has dyslexia. Reports from the (NICHD) concerning human and child development, revealed that about 15% of the populace in American have some difficulty with reading (Pollak, 2005, p.14).
Dyslexia affects or manifests in people differently depending on the learning disability severity and the accomplishment of other methods of learning. Some people have difficulty with spelling and reading, while others in writing, or distinguishing right from left. In children, some demonstrate few difficulties in writing and reading, but later have problems with complex skills in language including comprehension, grammar, and writing. Dyslexia hinders people to clearly express themselves, resulting to slow learning or even low self esteem. Controversies purporting that dyslexia bring about hearing problems should be discerned because the reason these people fail to understand simple instructions is because they cannot correctly process information that is verbal. This further complicates language that is not non-literal or abstract thoughts including proverbs and jokes.
According to the Journal concerning behavioral optometry, speech segmentation and visual spatial consideration tend to be damaged in preschoolers at risk for dyslexia. The research proved that pre-reading kids at threat for dyslexia had problems with visual spatial concentration and syllabic segmentation while those who did not have the risk had no problem with phonological processing or visual attention. On quantifying the changes in the structure of the brain, following set learning experiences, the research on the volume of the gray matter change in dyslexic children after reading intervention proved very useful in science (Taub, 2008, p.1). The research results showed that truly the (GMV) or the volume of the gray matter increases because of learning. It showed behavioral and anatomical changes from the reading intervention. However, major milestones were discovered such as the limitations from lacking a defined control group to a having a small size (Shaywitz, 2008, p.18). Also, the research discovered the significance in education by using null period since it is hard to hold back potential treatment, especially for kids that have subsequently fallen behind their peers.
Highly trained and competent professionals are capable of spotting dyslexia by conducting a prescribed evaluation. This can be by looking at someone’s capability to good use and understand written and spoken language. This focuses on points of weakness and strength in the needed skills for reading. It also, considers other factors such as social environment, family history, educational background, intellect among others enabling its early identification. The structural findings show that abnormalities in the anterior and posterior language networks postulates that the condition can be termed as a syndrome of disconnection (Pollak, 2005, p.21). The reading skills and the integrity of the white matter correlate according to researches. The functional findings obtained from the study was that, the activation of the brain structure due to reading are attributed to creation of mapping of the visual, linguistic and processing of the visual used in processing the oral language.
According to the ‘National Centre for Learning Disabilities,’ in helping the affected with progression, it is crucial seeking aid especially on emotional issues from academic frustrations or difficulties (Shaywitz, 2008, p.33). It also recommends children to practice with a variety of text reading because practice leads to perfection. Incorporating assistive technology is significant such as voice recognition and screen readers’ computer software. When introducing something new, incorporates sound, touch and sight in practicing it for it ensures better comprehension and understanding. Another way to alleviate dyslexia is by using an oral testing mechanism, note taking and having extra time in finishing assignments. Finally, it was noted to be important to expose infants to early writing, drawing and reading to foster the development of linguistic awareness, recognition skills, print knowledge and letter formation. Dyslexia is believed to be caused by genetics or environmental factors and known to be heritable (Reid, 2011, p.40). It however is not as a result of bad instructions or guidance in reading or learning.
I have learned that dyslexia can be corrected and that reading can help to increase the volume of the gray matter. I have also been enlightened on the surprising statistics of the prevalence of dyslexia and the way to handle and understand the people having it. Future research on reading intervention and the volume of the gray mass should focus on how the findings can improve the experience of learning and be translated effectively into plausible interventions. The interdisciplinary focal point of the researches conducted shows a huge leap in the public health and scientific knowledge in coming to terms with the complexities of difficulties in reading. Intended future research needs to look at questions across and within the varied echelons of analysis. An example is included thorough research on phonological deficit and environmental factors that lead to risks of dyslexia, neural abnormalities and treatment response, and also dyslexia effects on the demographic groups
References
http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia
Peterson, R. L., McGrath, L. M., Smith, S. D., & Pennington, B. F. (2007). Neuropsychology and genetics of speech, language, and literacy disorders. Pediatric Clinics of North America, 54(3), 543-561.
Pollak, D. (2005). Dyslexia, the self and higher education: Learning life histories of students identified as dyslexic. Stoke on Trent [u.a.: Trentham Books.
Reid, G. (2011). Dyslexia: A complete guide for parents and those who help them. Chichester, West Sussex, U.K: Wiley-Blackwell.
Sands, W., Taub, M., & Maino, D. M. (2008). Limited research and education on special populations in optometry and ophthalmology. OPTOMETRY AND VISION DEVELOPMENT, 39(2), 60.
Shaywitz, S. E. (2008). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Vintage Books.
