About Dyslexia
About Dyslexia
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
Adopted by the IDA Board of Directors, Nov. 12, 2002. Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition.
The word dyslexia is derived from the Greek, dys, difficulty with, and lex (from legein, to speak), having to do with words. Words in their many forms are encountered in listening, speaking, reading, spelling, writing, in mathematics, and in organizing, understanding, and expressing thought. Based on information from neuroscientific and linguistic research, the definition can be summarized as difficulty in the use and processing of arbitrary linguistic/symbolic codes. This is an aspect of a language continuum which includes spoken language, written language, and language comprehension. Individuals with dyslexia are those who, despite traditional classroom teaching, have failed to master the basic elements of the language system of their culture. Since language is the necessary tool upon which subsequent academic learning is based, such persons often encounter difficulty in all educational endeavours.
Signs Of Dyslexia
Red Flag
Here Are Some Common Signs
To Watch Out For
Preschool Years
Forgetfulness
Speech difficulty
Reversal of letters
Difficulty identifying letter names and sounds
Coordination difficulties
Fine motor skill problems
Slow reaction time
Reluctant to concentrate
Not able to understand rhythm
Confusing words that sound similar
School age
Reluctance to go to school
Not enjoying school
Difficulty learning words and letters
Low / No phonological awareness
Poor memory
Coordination difficulties
Losing items
Difficulty forming letters
Difficulty copying and colouring
Poor organization
Dyslexic Strengths
Strong memory for stories
Excellent puzzle solving skills
Brilliant spatial reasoning
Great conversationalists
Tremendous empathizers
Wonderfully imaginative
Abstract thinkers
Think outside of the box Critical thinkers
Astutely analyze stories told or read to them
After 2 years at school
Hesitant at reading
Poor word attack skill
Problem in Rapid Automatic Naming
Poor knowledge of sounds and words
Spelling errors
Substitution, addition or omission of words while reading and writing
Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean”
Middle School
Behaviour difficulties
Frustations
Abilites in other fields, apart from reading
All other persisting difficulties
High School
Slow to complete any academic work
Reading difficulties increase due to complex word structure
Poor general knowledge
Taking longer time to complete written work
College / University
Remembering and organizing time table
Keeping appointments
Planning study times
Poor in planning essays
Second Grade & Higher
Improvement as an area of interest becomes more specialized and focused—and a miniature vocabulary is developed that allows for reading in that subject area
Ability to get the “big picture”
A high level of understanding of what is read to him or her
A surprisingly sophisticated listening vocabulary
Learning that is accomplished best through meaning rather than rote memorization
Excels in areas not dependent on reading, such as computers and visual arts, or in more conceptual (versus fact-driven) subjects, including social studies, and creative writing
The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest
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