Can Yuo Read Thsi?

Dyslexia, a disorder that is surprisingly very common, but not everyone actually knows what it is. Dyslexia is a disorder that makes it difficult for the person suffering to read and write. They are unable to sort letters and numbers in the order that they go. What people normally would see is “Friend”, or “party.” What people with dyslexia may see it “Fierdn,” or “prayt.” This isn’t just for specific words, or at specific times, it is all the time. In the short article “If you have dyslexia, this website can show your friends what reading is actually like” by Robbie Couch, you are given a glimpse into the life of someone that is living with Dyslexia. It is an article that is written, and programmed so that the letters are constantly shuffling. It is a little aggravating, and annoying to attempt to read, which causes people to really grasp the feeling of living with this disorder. Dyslexia is a very overlooked disorder, and often not even thought of. Though common, many people that live with it find it “embarrassing,” because they fear being judged, because they can’t read. Then they don’t vocalize that they need help. Though having Dyslexia is not their fault, it makes learning and growing intellectually very difficult.

Dyslexia comes in many dyslexia forms: phonological, surface, rapid naming deficit, double deficit, and finally visual (The Understood Team). In the article “Different Types of Dyslexia,” by The Understood Team, they list, and describe the 5 types of dyslexia. Phonological is the more common type, as “Students can’t break down individual sounds of language (phonemic awareness) and match them with written symbols.” (The Understood Team). This means that letters are constantly being shifted, and rearranged. Surface dyslexia basically means “[It] makes it hard to remember whole words by sight.” It makes it harder to read words that are not spelled the way that they sound. “Wait” is easier to read than “Weight.”(The Understood Team). This causes difficulty with understand the English language, because there are many homophonic words, which can make it hard to read everyday text. Rapid naming dyslexia is when “kids with this issue can’t rapidly name letters and numbers when they see them. They can say the names, but it takes them longer to name many of them in a row.” (The Understood Team). Being unable to simply put letters in an order makes it almost impossible to read and write every day. Double deficit regards the naming speed, and the phonemic awareness, so they have more than one deficit. (The Understood Team). Finally, visual regards to the visual experience when looking at a word. Whether the brain has trouble memorizing what words look like, or that it is a disorder in the eyes that can be fixed through exercises. (The Understood Team). Dyslexia is difficult to understand, but by knowing the different types, there is more clarification to how the individuals with Dyslexia work.

What exactly is going on in the brain for someone who is dyslexic? Is it something they are born with, or is it acquired? There are so many questions about dyslexia, because there is little understanding by teachers on what it is. In the article “Dyslexia and the Brain: What Does Current Research Tell Us?” by Roxanne F. Hudson, Leslie High, and Stephanie Al Otabiba, they are describing the effect that the brain has on some with dyslexia. The brain has many parts to it called lobes, and the main lobes that can depict what the child struggles with are the Frontal lobe, Parietal Lobe, Occipital lobe, and the Temporal lobe (Hudson, High, Otabiba). The Frontal lobe, is “responsible for controlling speech, reasoning, planning, regulating emotions, and consciousness.” (Hudson, High, Otabiba). This part is important in dyslexia, because in the Phonological dyslexia, people with Dyslexia are unable to vocalize the words that they are reading, so if there was some issue with the lobe that produces speech, then they are unable to vocalize what they see.

In the Parietal lobe the action of “linking spoken and written language to memory to give it meaning so we can understand what we hear and read” is taking place. (Hudson, High, Otabiba). By linking words and text, we can memorize words and their meanings, but this is something that is unable to take place of the kind with some with dyslexia. In the Occipital lobe, the controls for the eyes take place. If the eyes are not able to depict what they are reading, they are unable to send what they see to the Parietal lobe. In the Temporal lobe, the ears are controlled, and when controlled by someone with dyslexia, they are unable to connect sounds to words and letters. They are unable to connect letters to their sounds. The brain has many things going on inside when in the mind of someone with Dyslexia.

Although, “70–80% of people with poor reading skills, are likely dyslexic” (Dyslexia Center of Utah), there are still many skeptics as to whether the disorder even exists. In the article “Dyslexia may not Exist, Warn Academics,” by Sarah Knapton, the argument arises that Dyslexia does not exist, because there are too many individuals that have been diagnosed, but the symptoms between patients do not line up. (The Telegraph, Knapton). When trying to diagnose someone, there is always the need for a “label.” “Typically, we search for a diagnostic label when we encounter problems because we believe that this will point to the best form of treatment.” (The Telegraph, Knapton). There ends up being so many wrong diagnoses, that there is a question of whether Dyslexia is real. When comparing symptoms from those who were diagnosed, the symptoms don’t match up. However, this does not mean that Dyslexia does not exist, it is just believed that there is a smaller population than originally thought.

Dyslexia is a challenging disorder to live with, and can make everything in the classroom seem impossible. The classroom is where most reading takes place, and imagine how difficult it would be to be called on to read in class, and you can’t. Kids need to feel comfortable coming forward about their dyslexia, and reaching out for the help they need. By making them comfortable and embracing their dyslexia, there is a step closer to helping them improve it. Extra time, practice, and patience is all it takes to make it easier to embrace Dyslexia.

Works Cited

· “Dyslexia and the Brain: What Does Current Research Tell Us?” Dyslexia and the Brain: What Does Current Research Tell Us? | LD Topics | LD OnLine, www.ldonline.org/article/14907/.

· “Statistics.” Dyslexia Center of Utah, 5 Feb. 2014, www.dyslexiacenterofutah.org/dyslexia/statistics/.

· Knapton, Sarah. “Dyslexia may not exist, warn academics.” The Telegraph, Telegraph Media Group, 26 Feb. 2014, www.telegraph.co.uk/education/educationnews/10661412/Dyslexia-may-not-exist-warn-academics.html.

· Understood.org, www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/different-types-of-dyslexia.

· “If you have dyslexia, this website can show your friends what reading is actually like.” Upworthy, 7 Mar. 2016, www.upworthy.com/if-you-have-dyslexia-this-website-can-show-your-friends-what-reading-is-actually-like.

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