Like ADHD, Dyslexia is a common disorder that’s very common and is somewhat problematic to deal with in a classroom setting. While often paired in conjunction with ADHD, and misdiagnosed ADHD, Dyslexia had its very own set of symptoms independent of ADHD. Dyslexia primarily impairs one’s ability to read, write, and or spell, despite having the adequate intellect to usually perform these tasks. Special abominations have been made to treat Dyslexia such as extended time, and spare time allowing a student to fully understand the information displayed. Studies based on visuals and sound have also been used with mixed results depending on the case
“In general, students with dyslexia benefit when well-prepared teachers provide evidence-based instruction, including instruction in decoding, encoding, and text-based approaches to improving fluency and comprehension. Successful instruction for students with dyslexia should include explicit teaching of critical elements essential for instruction include: phonemic awareness, phonics, spelling and writing, fluency, vocabulary, and comprehension” (Vaughn & Roberts, 2007)
Dyslexia and Related Disorders Reporting Study
I myself do have a Sister that was only recently identified with Dyslexia around a half a year ago, by her tutor. Before this point, my sister struggled with her studies, however, now with proper learning methods, My Sister has reached AP Level classes, doing quite well if I do say so. It just goes to show what a marginal difference can be made with a little bit of compensation and understanding.
While Dyslexia is one of the most prevalent learning disorders, understanding its intricacies still seems to be quite a hassle. A test was done to identify the commonality between individuals with dyslexia, both high functioning and low functioning. The result was there were several independent defects working in tandem rather than a singular defect. This makes it so Dyslexia seems more like a case by case disorder, rather than a homogenous one. This can very clearly indicate why some individuals with Dyslexia have an effect on their spelling of speech ability, while other individuals will not require aid in those fields.
“There was no significant difference between the poorly reading groups. The vast majority of those with dyslexia had three symptoms – language disorders, articulation and graphomotor dyscoordination, and visual-perceptual disorders. The results support a model of dyslexia, which she sees caused by multiple independent defects of higher cortical functions, as opposed to the theory of a single causal defect. A clinical description of each syndrome is given and models of dyslexia are discussed. The authors emphasize that it is desirable to include brain-damaged readers as a control group in any further study of causal factors in dyslexia.” Steven Mattis Joseph H. French Isabelle Rapin
Dyslexia in Children and Young Adults: Three Independent Neuropsychological Syndromes
Such studied, do make me curious about what can be done to treat Dyslexia in the future. Perhaps one-day advancements can be developed to help mitigate the 3-way tandem. Though considering how treatable Dyslexia is, and how expensive this process is, I doubt we will reach this point anytime soon.
Rellis 