As with other learning disabilities, dyslexia are a lifelong challenge that people are born with. This language processing disorder can hinder reading, writing, spelling, and sometimes even speaking. Dyslexia occurs among people of all economic and ethnic backgrounds. Often more than one member of a family has dyslexia. According to the National Institute of Child and Human Development, as many as 15 percent of Americans have major troubles with reading. Much of what happens in a classroom is based on reading and writing. So it’s important to identify dyslexia as early as possible. Using alternate learning methods, people with dyslexia can achieve success.
Signs of Dyslexia:
Symptoms Before the onset of formal schooling, parents or caregivers may observe early risk factors for dyslexia. For example, some children with dyslexia begin speaking later than most other children, have problems with pronunciation, or use vague terms because they have difficulty recalling the specific word for an object
The symptoms of dyslexia are most commonly observed at school or during reading and writing tasks. Before learning to read, children with dyslexia may exhibit difficulties with alphabet writing, letter identification, and/or phonics (letter-sound correspondence). After exposure to reading instruction, individuals with dyslexia may have difficulties with decoding pseudowords, word reading, reading fluency (oral reading fluency, in particular), spelling, and written expression. In addition, reading comprehension is relatively poor compared to listening comprehension among individuals with dyslexia
• Difficulty reading single words
• Particular difficulty decoding nonsense or unfamiliar words
• Reading comprehension often superior to decoding individual words
• Inaccurate and labored oral reading passages
• Trouble reading small “function” words
• Slow reading
• Poor Spelling
Identifying individuals with dyslexia is a multi-step, collaborative process. Supporting individuals who are academically at-risk or who have dyslexia is not a “quick fix” and may require layers of effort from simple accommodations to special education intervention.
Local processes and procedures across the US (and globally) vary greatly within the dyslexia context.
Tool choices, and each tool’s appropriate use, must be considered carefully against the available scientific evidence and best practices in educational and clinical contexts.
How Is Dyslexia Treated?
It helps to identify dyslexia as early in life as possible. Adults with unidentified dyslexia often work in jobs below their intellectual capacity. But with help from a tutor, teacher, or other trained professional, almost all people with dyslexia can become good readers and writers.
Use the following strategies to help to make progress with dyslexia:
•Seek modifications in the classroom. This might include extra time to complete assignments, help with note taking, oral testing, and other means of assessment.
•Use books on tape and assistive technology. Examples are screen readers and voice recognition computer software.
•Get help with the emotional issues that arise from struggling to overcome academic difficulties. Reading and writing are key skills for daily living.
However, it is important to also emphasize other aspects of learning and expression. Like all people, those with dyslexia enjoy activities that tap into their strengths and interests. For example, people with dyslexia may be attracted to fields that do not emphasize language skills. Examples are design, art, architecture, and engineering.