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2.1 what is dyslexia
1. Dyslexia is a learning disability that is neurological in origin and often has a familial basis.
2. Dyslexia hasn't anything to do with thinking skills or intelligence.
3. In fact, most dyslexics have average to above average intelligence.
4. It is all about not being able to read.
5. The brain of a dyslexic individual processes information differently and needs for his/her brain to be "taught" the proper strategies in order to be able to increase reading ability.
6. No two individuals with dyslexia are alike as it ranges from mild to moderate to severe to profound. About twelve to twenty-four percent of dyslexics also have AD/HD (Attention-Deficit/Hyperactivity Disorder).
7. Dyslexia has to do with a specific component of the language system: the phonologic module.
- The phonologic module has to do with the part of the brain where sounds of language are put together to make words and where words are broken down into their basic sounds.
- Dyslexia is a weakness of this language system.
- Studies around the world have revealed that readers who are dyslexic use different parts of their brains than good readers. As a result, they have difficulty identifying and breaking down phonemes or specific sounds. This makes identification of words, storing of words, and retrieval of words extremely problematic. They are unable to read quickly or fluidly.
8. While speaking comes naturally to humans, reading is not innate. It must be learned. Children need to learn how to take written words on a page and translate them into a linguistic or phonetic code, the only code recognized and accepted by the language system.
9. Without having this code or "decoding skills, "the dyslexic can not read the printed word. There is no comprehension of word meaning. In fact, all written symbols are confusing and confounding."
10. Rote memorization and rapid word retrieval, essential skills for reading, is particularly difficult for dyslexics.
11. Dyslexia can also affect writing, vocabulary, handwriting, spelling, and arithmetic.
12. With consistent, repeated, and systematic learning strategies, dyslexics can more proficient in reading over time.
13. Early intervention is paramount to helping Dyslexics become successful readers.
To contact Suzy Drapkin, email:
[email protected]
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