Dyslexia and Its Effects - Case Study Example

Dyslexia Over a century ago, before formal schooling or the emergence of the printing press, dyslexia was not a significant problem (The Regents of the University of Michigan 2015). Currently, it exists among school-going children as a chronic disability in reading. It cannot be regarded as a disease but a syndrome (Guardiola 2000). Dyslexia affects a person’s reading and writing abilities. It is a problem because the current society is becoming more literate, and people are relying heavily on technology in reading and writing. Consequently, reading and writing skills are an integral part of the human development (The Regents of the University of Michigan 2015). Reading skills can be defined as complex abilities that build on the comprehension process and decoding. Comprehension is a higher cognitive mechanism that ensures the possibility of a learner to absorb the meaning of a text, reflect on it, and make conclusions from it (The Regents of the University of Michigan 2015). On the other hand, decoding enables the student to understand and pronounce the words and attain the logic of the text. Although comprehension and decoding are different types of abilities, they work together in reading (Høien & Lundberg 2000). A reading deficit affects a student’s capacity to exhibit what he or she has learned, especially when the student is tested with a written examination, which is a common practice in the educational setting. Children with dyslexia regularly need more time when reading and writing, and during the exam, they are principally disadvantaged (Hoien & Lundberg 2000). All these problems affect the student’s senses adversely leading to poor self-concept and self-confidence (Hoien & Lundberg 2000). In this regard, this research focuses on dyslexia and its effects on primary and secondary school students in terms of reading and writing. What is Dyslexia? Dyslexia has often been regarded as a hidden disability due to the lack of obvious definition (Reid 2009). Many scholars have attempted to define the syndrome, although there has not been any universally agreed definition. For instance, Snowling (2000) defines is as phonological deficit, whereas Jeffries and Evaratt (2004) define it as the difficulties in the working memory. On the other hand, in reference to contemporary definitions of the syndrome, Morken and Helland (2013) expect that the primary difficulty for dyslexic writers should be in the area of transcription. In the learning institutions, dyslexia is referred as the learning disability or comprehension learning deficit because it makes it hard for a learner to excel academically. Over the years, research and theories of dyslexia have emerged and progressed significantly, thereby increasing the confusion in understanding the real definition of dyslexia. Nevertheless, according to Morgan and Jamieson (2008), few aspects are proven about dyslexia. First, the most common type of dyslexia, which is referred to as developmental, has both neurological and genetic basis. In this regard, most cases of dyslexia run in families. Secondly, it has been widely acknowledged over twenty years that dyslexia is associated with a language–processing aspect, which is regularly referred to as speech sounds processing (Morgan & Jamieson 2008). A strong connection exists between speech and sound awareness and successful ability to read programs. In addition, substantial proof reveals that flaws in this area result in difficulties in acquiring literacy skills particularly in languages where writing includes connecting sounds and symbols. Finally, it is acceptable that no connection exists between general intelligence and dyslexia because the syndrome works along the intellectual continuum (Morgan & Jamieson 2008). Furthermore, reading and writing is learnt in school; hence, in many instances, dyslexia is identified when a child starts formal schooling.  Causes and Subtypes of Dyslexia Dyslexia is an inherited syndrome resulting from the external brain problems. It can occur due to induction, both psychologically and instructionally. However, its real cause is still unclear (Guardiola 2000). Developmental dyslexia is paramount in this discussion since it affects mostly schooling individuals. If a child is born with dyslexia, there is a high possibility that he or she will be dyslexic even in adulthood. However, this does not essentially imply that the effects of the syndrome will be similar all through his or her life. A number of factors influence the impacts of the condition as one grows up (Morgan & Jamieson 2008). For instance, when one enters secondary school, he or she has learnt about the condition; consequently, he/she develops some strategies to overcome the problem. How Dyslexia Affects reading and writing in Primary and Secondary School Students Since reading underlies all school-based learning, disability in reading can affect learning in subjects like math, social studies, and science. Hence, impaired reading restricts independent learning, thereby denying the child or student access to the world of rich materials that are useful throughout the career. When a child experiences reading problems, even spelling becomes a challenge. Reading impairments lowers the leaner’s confidence and esteem (Lucid 2006). Dyslexia is independent of social and racial background and may overlap with conditions like dysphasia or dyspraxia. According to Brunswick, McDougall, and Davies (2010), a child can exhibit literacy difficulties in one language but not another, a phenomenon called differential dyslexia. This means that dyslexia is specific to some languages. Thus, the effects of the disorder differ from one person to another depending on its sternness and the effectiveness and timeliness of remediation or teaching. The major challenge entails recognition of words and reading fluency, writing, and spelling. These challenges start at the primary level when children start finding it difficult to speak, write, and spell. In secondary school, the student becomes familiar with the condition and develops compensatory strategies (Jeffries & Everat 2004). Dyslexia is associated with problems such as short-term memory or memory processing speed and phonological awareness. These challenges may be seen in areas such as concentration, motor coordination, language personal organization, and mental calculation (Snowling 2012). The symptoms are diagnosed when a child starts to read and write at the primary level and can continue even in high schools. Short-term working memory has significant impacts on the range of study abilities; for instance, taking notes when a teacher is lecturing and processing the text. Learning rote such as multiplication tables and arrangements like alphabet, differentiating or the months of the year are regularly problematic and in most cases, such children never master such concepts (Morgan & Jamieson 2008). One of the problems linked with short memory processing is visual processing. According to Hoo (2014), children depend heavily on word attack abilities such as phonic to decode words because they have poor visual word recognition such that they read letters and word reversely. From the number of children and adolescents living with the condition, those who read numbers and letters reversely account for more than five percent (Hoo 2014). According to Lucid (2006), visual processing affects students’ reading capabilities, especially when it comes to reading and writing many words. Visual challenges cover the instability of binocular and vulnerability to visual distress. Visual distress causes hypersensitivity, which causes the frustrating effect of high visual disparity or fast flicker; for instance, when a text-parallel line creates an appearance of a black and white flash (Lucid 2006). Colors and movement delusions can be apparent, or the text may appear unstable. For the dyslexic student, prolonged reading may lead to eyestrains and headaches, thereby interrupting the comprehension process (Lucid 2006). According to Snowling (2012), dyslexic children have reading difficulties, which characterize delays and misreading of words. Consequently, the child cannot concentrate nor understand. The student can read and write the word correctly but fail to understand its meaning. Children with poor comprehension have difficulties in essential language skills, as well as experience problems with figurative and inference language application, as well as monitoring and comprehending the structure of stories (Gordon 1981). The main effects of short working memory may include challenges in maintaining a letter-sound relationship, which affects the acquisition of phonic abilities. Accessing the mental lexicon enables reading of the correct word. Mental lexicon encounters delays, which reduces the speed of reading and writing. Furthermore, the short memory may as well result in challenges in maintaining the meaning of the words particularly when reading at a speed (Lucid 2006). The phonological aspect of the language is associated with the sound that makes a word or text. Before reading and writing, every child is taught speech sound (Jeffries & Everat 2004). The awareness of speech sound may not be explicit in young children, but those of three to four years are better when it comes to rhythm (Snowling 2000). For instance, they can understand and develop arrangements of words or non-logic words that rhyme. In addition, children become familiar with initial consonants in a word in the growth of their speech and language. Once teaching in reading and writing starts, speech sounds awareness creates a more open word, especially when dealing with individual sounds or phonemes. A strong relationship exists between phonological awareness, advancement, and the growth of literacy. Nevertheless, dyslexic children lack a natural inclination to establish effectual phonological processing abilities (Snowling 2000). Dyslexia affects the capacity of phonological processing, which influences the acquisition of phonic skills in reading and spelling (Morgan & Jamieson 2008). For instance, a child can know that the word cat begins with letter C. However, he/she may find it hard to tell that letter a sounds k, which when changed to letter b makes the word bat. A number of children have trouble in absorbing this concept, which influences their reading abilities in the future adversely. Phonological awareness disability is often evident in poor readers and later in adolescent spelling capacities (Psychological Assessment Solutions 2014). In the adolescents or among secondary school students, poor spelling is regularly referred to as the Matthew Impact. According to Scarborough and Parker (2003), “Matthew effects in education refer to the rich-get-richer/poor-get-poorer consequences that ensue for students who are stronger versus weaker achievers at the outset of schooling” (p.48). This means the outcome depends on the initial trigger, which might be success or failure. On the other hand, Psychological Assessment Solutions (2014) believe that Matthew effects happen when a student chooses to apply simple words that he or she find easy to spell or write. As a result, the student’s exposure to age-suitable print literature reduces in both quantity and quality. Due to their strategy of choosing simple literature, they often find it challenging to relate to their peers. It is assumed that, Mathew effect widens the gap between the skill related to reading for those students with reading impairment and those without (Scarborough & Parker 2003). On the other hand, some secondary school students have sound reading accuracy but have a very slow reading rate with the main deficit being in their spelling ability (Scarborough & Parker 2003). Such problems may not be easily detected unless their assessor factors them in while considering the possibility of having sight impairment (Psychological Assessment Solutions 2014). Regularly, challenges in spelling last for a long duration than the reading difficulties. Spelling deficit hinders a child capacity to demonstrate what he/she learned in class since spelling mistakes result in underscoring and poor performance. Spelling problems lead to issues in writing and handwriting. Most dyslexic children have poor handwritings, low speed, and lack of fluency in text structure, and disorganized ideas, thereby causing issues in their writing. It is regularly noted that the written work of dyslexic student may be similar to individuals without. The dyslexic student may encounter challenges with handwriting and spelling since he or she may choose easy-to-spell words (University of Leicester 2015). According to Lucid (2006), a student can fail in a writing exam due to the failure to organize work effectively and omission of some words resulting from losing the track of ideas he/she was trying to express. In addition, children with dyslexia have been experiencing problems with automatising abilities (Lucid 2006). This means that in a classroom, a child with dyslexia cannot focus on both writing and mechanics; for instance, grammar punctuations, and spelling. Therefore, he/she finds it hard to listen to the teachers and make notes. The methods of writing and refining require more energy, time, and must be carried out at different levels (Morken & Helland 2013). Dyslexic students need good pre-planning and time in order to be effective. As a result, those students who are familiar with their difficulties are regularly more disciplined because they begin their assignments as soon as they receive them. Some require assistance in comprehending different levels of writing. For a dyslexic student, the final product of his/her work may not tally with the efforts and time spent. A number of high school students develop a compensatory plan to overcome their challenges (University of Leicester 2015). Writing problems coupled with reading difficulties make the student’s work strenuous. The problems cause poor performance since students experience low self-esteem, which makes them feel inferior to others in school (Morken & Helland 2013). Since they feel the difference, they may not enjoy certain class aspects and may not achieve their full potentials, both academically and socially. Consequently, in most cases, these children are frustrated (School Run 2015). This lowers the problem-solving abilities, real strength, and conceptualization degree. Finally, dyslexia causes a deep emotional problem and predictable behavioral difficulties (School Run 2015). There is a high possibility for the dyslexic student to demonstrate either very high or low degree of patience and inspiration because the syndrome prompts exhaustion and stress. Conclusion Dyslexia has no universally accepted definition because different scholars describe it in terms of the manifested symptoms. One of the definitions refers it as the learning challenges that differ from one person to another. It worth to not that dyslexia is not a disease but a syndrome; thus, it has no cure. Dyslexia in children and adolescent is genetic or developmental. It is clear that dyslexia has a significant impact on primary and secondary school students in their reading and writing. However, since secondary students are familiar with their difficulties, they develop compensatory strategies to overcome them. Therefore, it is hard to diagnose dyslexia symptoms in a secondary school student. Dyslexia affects primary children because it is hard to differentiate right from left, recall the days of the week according to the order, as well as dressing or even tying their shoes. In reading and writing, dyslexia affects the students’ verbal memory, verbal processing speed, and phonological awareness. Consequently, it lowers their self-esteem and possibility of excelling academically and socially. Secondary students can overcome their problems; they only experience Mathew effect and delays in reading words. Reading and writing deficit is a major contributor to the dyslexics’ poor performance because they have low-esteem and frustration since they feel inferior to their peers. References Brunswick, N., McDougall, S., & Davies, P. (2010). Reading and dyslexia in different orthographies. Psychology Press Publishing Gordon, J.C.B. (1981). Verbal deficit: A critique. London: Croom Helm. Guardiola, J. G. (2001). The evolution of research on dyslexia. The UB Journal of Psychology, 32(1), 3-30 Høien, T., & Lundberg, I. (2000). Dyslexia: From theory to intervention. Dordrecht: Kluwer. Hoo, L. P. (2014). 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