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Five Myths About Dyslexia

Learning Disabilities are Commonly Misunderstood

• May 14, 2008
• Eileen Bailey

 

Early Detection of Dyslexia Helps Improve Reading

There are a number of misconceptions surrounding learning disabilities. Reading disabilities, when not addressed, can result in problems throughout school and beyond.

Some reports indicate that one in every five children has some form of dyslexia. Many of these children are never diagnosed, in part because of the many myths surrounding this learning disability. Children that struggle in school, especially with reading, writing and spelling, may have dyslexia. But, school does not need to be this difficult. There are ways that teachers and parents can help children with dyslexia. But first, it must be understood.

Myth: Dyslexia is Seeing and Writing Letters Backwards

Facts:
Many children write letters backwards when they are first learning to write. The letters “b” and “d” are commonly written backwards in young children. In an article that appeared in Today’s Parent, Catherine Penny, professor of psychology at Memorial University, explains that writing letters backwards is not a problem unless your child is showing other learning problems, or if your child is still writing letters backwards after first grade. Children with dyslexia have more difficulty naming letters than copying them.

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Myth: Children with Dyslexia are Not Intelligent

Facts
Dyslexia does not relate to intelligence at all. Many famous and highly intelligent people have or had dyslexia: Charles Schwab, George Patton, and Albert Einstein. Dyslexia is a language-based disorder. People with dyslexia have difficulty processing the sounds of words and that can reduce the ability to memorize facts or tell time. This, however, is not a reflection on how smart someone may be.

Myth: Children with Dyslexia Can’t Read

Facts

Read This Next

• Warning Signs for Dyslexia and/or Dyscalculia
• Diagnosing Dyslexia
• Three Common Myths About Reading Disabilities

Children with dyslexia can learn to read. Many children with mild dyslexia use alternative strategies to help them read. They may guess what they think a word is or skip a word they do not know and use context to help them determine what the word might be. Younger children may use pictures to help them read the words. In addition, using specific programs designed for children with dyslexia, children can learn to read and can continue on to college and lead successful lives.

Myth: Dyslexia is Very Uncommon

Facts
The International Dyslexia Foundation states that between 15% and 20% of the population have some type of language based learning disability. Dyslexia is the most common learning disability. The U.S. Department of Health and Human Services places the number of people in the United States with dyslexia at 15% of the population.

Myth: Boys have Dyslexia More Often Than Girls

Facts
Boys are more often diagnosed with dyslexia. DARC, Dyslexia Awareness and Resource Center, indicates that even though boys are more often identified as having dyslexia, that the actual prevalence is the same for both sexes.
You may also be interested in:
Classroom Strategies for Dyslexia
Music Helps Children with Dyslexia
Early Intervention Services

Sources:

"Backwards Writing", Nov. 2004, Teresa Pitman, Today’s Parent
"What is Dyslexia in Children?", 2003, DARC, Dyslexia Awareness and Resources
"Myths, Misunderstandings About Dyslexia", Jan 1997, Alexandria Berger, The Virginian-Pilot
"Frequently Asked Questions About Dyslexia", 2007, The International Dyslexia Association

Read more at Suite101: Five Myths About Dyslexia: Learning Disabilities are Commonly Misunderstood | Suite101.com http://eileen-bailey.suite101.com/five-myths-about-dyslexia-a53942#ixzz1ZqhlTcZx

are we MISUNDERSTOOD????

Why is Dyslexia Misunderstood?

• Feb 11, 2011
• Lowri Constantine

A review of dyslexia, its manifestations within individuals and the misconceptions surrounding the disorder. Questions why it is misunderstood?

What might a boxer, a poet, a prime minister, an entrepreneur and an inventor/scientist/engineer have in common? The answer: Dyslexia. It is true that Mohammad Ali, Benjamin Zephaniah, Winston Churchill, Richard Branson and Alexander Graham Bell are all thought to be/have been dyslexic.
Dyslexia is often misunderstood because it lacks a definitive answer as to what it is. As a result, a brief summary, including the misconceptions is vital. By definition dyslexia is "a developmental disorder which can cause learning difficulties in one or more of the areas of reading, writing and numeracy." However, to dispel common misconception and misuse of the word, here is an overview.
Dyslexia and I.Q. are not interlinked, which means the level of one's intelligence is not be dictated by the disorder. In order to achieve their potential, dyslexic students benefit from multi-sensory learning techniques. Dyslexic minds think visually and conceptually. Not all dyslexic individuals struggle with reading, writing or numeracy. A dyslexic individual might manifest symptoms in other areas, such as memory. Individuals with dyslexia can battle with logic and find it difficult to remember sequences. The latter might result in help being needed in subject areas such as mathematics.

Read more at Suite101: Why is Dyslexia Misunderstood? | Suite101.com http://lowri-constantine.suite101.com/why-is-dyslexia-misunderstood-a345794#ixzz1ZqgWCRdk

*MY OpINION!!! The brief way that this article brings insight on the fact that dyslexia does not discriminate. You can be rich, you can be poor, you can be powerful, you can be shy, you can hide your short comings, or you can share them - all in all, anyone can have dyslexia - it should not define us: we should define it.

disruption in the organizational process when reading

Functional disruption in the organization of the brain for reading in dyslexia

1. Sally E. Shaywitz*†,
2. Bennett A. Shaywitz*‡,
3. Kenneth R. Pugh*§,
4. Robert K. Fulbright¶,
5. R. Todd Constable¶,
6. W. Einar Mencl*§,
7. Donald P. Shankweiler§,
8. Alvin M. Liberman§,
9. Pawel Skudlarski¶,
10. Jack M. Fletcher‖,
11. Leonard Katz§,
12. Karen E. Marchione*,
13. Cheryl Lacadie¶,
14. Christopher Gatenby¶, and
15. John C. Gore¶**

+ Author Affiliations

1. ^*Department of Pediatrics, ^‡Department of Neurology, ^§Haskins Laboratories, ^¶Department of Diagnostic Radiology, ^**Department of Applied Physics, Yale University School of Medicine, New Haven, CT 06520; and ^‖Department of Pediatrics, University of Texas Medical School, Houston, TX 77030

1. Contributed by Alvin M. Liberman

Abstract

Learning to read requires an awareness that spoken words can be decomposed into the phonologic constituents that the alphabetic characters represent. Such phonologic awareness is characteristically lacking in dyslexic readers who, therefore, have difficulty mapping the alphabetic characters onto the spoken word. To find the location and extent of the functional disruption in neural systems that underlies this impairment, we used functional magnetic resonance imaging to compare brain activation patterns in dyslexic and nonimpaired subjects as they performed tasks that made progressively greater demands on phonologic analysis. Brain activation patterns differed significantly between the groups with dyslexic readers showing relative underactivation in posterior regions (Wernicke’s area, the angular gyrus, and striate cortex) and relative overactivation in an anterior region (inferior frontal gyrus). These results support a conclusion that the impairment in dyslexia is phonologic in nature and that these brain activation patterns may provide a neural signature for this impairment.

**MY OPINION OF THE STUDY is that this is a very understandable way for people who do not have a psychology background to understand in layman's terms that individuals with dyslexia have difficulty reading because they have disruption in the organizational process in the brain when reading. This means that when an individu al with a "normal" human brain has the ability to read and be able to organize the events in the reading in order and with ease. However, for an individual with dyslexia, in my opinion, I feel as if the problem begins when the scenes and events in the story become difficult to remember because they are difficult to organize and put on a timeline.

ARTICLE!!

An investigation into the effects that digital media can have on the learning outcomes of individuals who have dyslexia

Nigel A. Beacham^{a, ,} , James L. Alty^b,

Purchase

a	Department of Mathematical Sciences, Mathematics Education Centre, Loughborough University, Ashby Road, Loughborough, Leicestershire LE11 3TU, UK

b	School of Computing Science, Middlesex University, London, UK

Available online 15 December 2004.

Abstract

The effects that media can have on task performance have been greatly debated over the years. Whilst agreement has begun to emerge on the effects media have on cognitive performance, little is understood about the relationship between such media effects and individual differences such as individuals who have dyslexia. This paper presents findings from a study that investigated the effects computer-based media can have on the learning outcomes of individuals who have dyslexia. The purpose of the study was to obtain data that informed the development and design of e-learning and distance learning materials for universal use. The research process was based on Dual Coding Theory and refined by current theories on dyslexia. Findings from the research are intended to help academics and providers of e-learning materials to improve the design and delivery of their learning contents.

MY OPINION OF THE STUDY: It seems to be something of interest that people find it a study-worthy topic to better understand how computer-based media can have on the learning ability of individuals with dyslexia. MY FAVORITE PART of the study is that the findings were to help to provide a better understanding in the academic world on a e-learning basis.

Lets start with the basics...

As you can see, it is apparent that there are several differences between a "normal" human brain and the brain of an individual with dyslexia. This simple comparison demonstrates the basic short comings of an individual who has deal with having dyslexia.

The image (which I found on the internet) shows how an individual who suffers from dyslexia has a difference in their brain where word form and word analysis are processed.