FAKTOR DISLEKSIA

Faktor-Faktor yang menyebabkan Disleksia Membaca merupakan tugasan yang amat rumit dan kompleks bagi manusia, ia memerlukan kesempurnaan dari segi kefungsian otak dan sistem saraf pusat (Lerner, 1997). 1. Hattum (1980) mengatakan bahawa kesukaran membaca disebabkan oleh sistem saraf pusat yang tidak berfungsi dengan baik (disfungsi).

2. Sistem pemerosesan auditori dan visual di otak orang yang mengalami disleksia, selalunya lebih kecil sebanyak 27 % daripada otak orang normal(Galaburda & Tallal,1991) . 3. Nicolson dan Fawcett (1995) mencadangkan bahawa serebrum otak dan keanehan otak boleh memberi kesan kepada kawalan motor, perkembangan automatif dan organisasi sesuatu kemahiran, termasuk kemahiran dalam fonologi dan bahasa. 4. Lovegrove (1991) dan Livingstone et al. (1991) dan Cornilissen et al.(1995) telah cuba mengkaji korelasi kekurangan yang didapati dalam sistem pemerosesan visual seseorang yang mengalami disleksia dengan pembelajaran membaca. Sekali perhubungan di antara keduanya dapat dibuktikan, ringkasnya sifat semula jadi perhubungan masih lagi belum jelas. 5. Secara umumnya diakui bahawa faktor yang menyebabkan disleksia adalah daripada genetik yang pada dasarnya terletak di bahagian bahasa di otak (Hulme & Snowling, 1991) . 6. Dalam penerangan Chalfant dan Scheffelin (1969) mengenai ketidak fungsian dengan baik sistem pemerosesan pusat kanak-kanak, menjelaskan bahawa penyelidikpenyelidik menyokong kenyataan yang mengatakan bahasa berkait rapat dengan anatomi dan fisiologi otak. 7. Daripada pemerhatian Lenneberg (1976) terdapat penglibatan yang sama rata di hemisfera cerebral pada peringkat awal perkembangan bahasa, kemajuan perkembangannya lebih di hemisfera otak kiri dan berterusan berlaku sedemikian. Jika sekiranya hemisfera otak kiri tidak berfungsi dengan baik sebelum atau semasa perkembangan di peringkat awal, hemisfera otak kanan akan menyambung penglibatannya dalam pemerosesan linguistik. 8. Banyak dilaporkan mengenai literalisasi fungsi bahasa di hemisfera otak kiri oleh

penyelidi-penyelidik, Oleh itu Kinsbourne (1975) menrumuskan bahawa pada mula memang wujud pengkongsian sama rata di antara dua hemisfera serebral otak. 9. Dorongan daripada saraf visual dan auditori dibawa ke kedua hemisfera otak secara serentak tetapi hemisfera otak kiri yang bertindak balas kepada stimuli linguistik seperti perkataan, simbol dan pemikiran (Lerner, 1997). 10. Kedua hemisfera otak tidak bekerja kesemuanya secara bebas, terdapat hubung kait di antara elemen-elemen dan kefungsian kedua hemisfera otak. Proses pembelajaran bergantung kepada kefungsian dan hubung kait di antara kedua hemisfera otak(Cotman & Lynch, 1988; Hiscock & Kinsbourne, 1987; Gaddes, 1985) Dyslexia Association of Singapore

The exact cause of dyslexia is uncertain. However, research findings suggest that it might be due to neurological differences in the brain which may tend to run in the family. These neurological differences in the brain are likely to cause differences in the way dyslexics think, learn and process information, often impeding on their cognitive processes, such as

phonological processing, where they have difficulty learning the relationships between letters and sounds (phonics); holding information in their short-term memory and then manipulating that information, such as working on mental arithmetic or remembering a long list of instructions as well as learning phonics and developing vocabulary; learning additional languages.

Although biological factors are implicated as a cause of dyslexia, the extent of the difficulties it causes are very much influenced by environmental factors. Effective teaching that matches the childs learning style is likely to remediate the child's difficulties. The Dyslexia Association of Singapore uses a structured and multi-sensory teaching approach, which has been proven to be effective, to remediate children with dyslexia. The extent of the childs difficulty also depends on the nature of the reading and writing systems that the dyslexic child has to learn. For instance, the irregularity of the English alphabetic system is more difficult for dyslexics to master compared to mastering a language system such as Malay, where the alphabetic system is more regular. Manifestation of the childs literacy difficulties is dependent on the childs exposure to the language as well. A dyslexic child who has difficulty speaking or is less exposed to the language is likely to struggle with developing competency in reading and writing in that language.

Most importantly, the childs self-confidence and motivation plays an important role in determining the extent of the childs difficulties. Negative responses from others would tend to erode that self-confidence and motivation, thus impeding the dyslexic childs ability to improve.