Dyslexia Essay
Difficulties of Dyslexia Dyslexia is a bothersome affliction for sufferers. This neurological language-based learning disability afflicts even intelligent individuals and may result in difficulty with both reading and other tasks that are language based (Lyon, S. Shaywitz, and Bennett Shaywitz, par. 1). Dyslexia manifests with differing presentations per person and with deficits that may range from mild to severe (“Dyslexia – Ongoing Concerns,” par. 1). The correlation of phonemes, the smallest identifiable segments of sound and speech, with an alphabetic representation, is foundational for effortless spelling and reading (S. Shaywitz and B.Shaywitz, par. 6). This phonological deficit identified in many dyslexics, disrupts the ability
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27). Consequently, dyslexia may present with slow reading and the need to work extra hard (“Understanding Dyslexia,” par. 10). Memorizing, solving math problems, learning a foreign language, time management, and summarizing written material, all comprise language-based components. Accordingly, many with dyslexia feel these tasks are difficult if not impossible to accomplish (“Dyslexia,” par. 10). Due to the broad impact of dyslexia on many academic areas, dyslexics may become easily frustrated, as keeping up with their classmates may prove challenging. Consequently, these individuals may frequently have low self-esteem, feel stupid or worthless, and may employ a variety of coping mechanisms, include overcompensating, acting out, or pretending they do not care, to cover up the embarrassment of their disorder (“Understanding Dyslexia,” par. 21). Sally and Bennett Shaywitz, physicians in the field of dyslexia studies, indicate that that this disability, “represents one of the most common problems affecting children and adults; in the United States, the prevalence of dyslexia is estimated to range from five to 17 percent of school-aged children, with as many as 40 percent of the entire population reading below grade
27). Consequently, dyslexia may present with slow reading and the need to work extra hard (“Understanding Dyslexia,” par. 10). Memorizing, solving math problems, learning a foreign language, time management, and summarizing written material, all comprise language-based components. Accordingly, many with dyslexia feel these tasks are difficult if not impossible to accomplish (“Dyslexia,” par. 10). Due to the broad impact of dyslexia on many academic areas, dyslexics may become easily frustrated, as keeping up with their classmates may prove challenging. Consequently, these individuals may frequently have low self-esteem, feel stupid or worthless, and may employ a variety of coping mechanisms, include overcompensating, acting out, or pretending they do not care, to cover up the embarrassment of their disorder (“Understanding Dyslexia,” par. 21). Sally and Bennett Shaywitz, physicians in the field of dyslexia studies, indicate that that this disability, “represents one of the most common problems affecting children and adults; in the United States, the prevalence of dyslexia is estimated to range from five to 17 percent of school-aged children, with as many as 40 percent of the entire population reading below grade