Running head: DYSLEXIA 1

Dyslexia

Name of the Student

Institution
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Dyslexia

Dyslexia is the impaired ability to read, often resulting from a genetic defect or brain

damage (Reid, 2016). Dyslexia is not a lack of interest, motivation or sensory disability, an

unfavorable educational and environmental environment, or other limiting conditions. Therefore,

it is not valid to label a "dyslexic" student as careless, inattentive or lazy. The lack of formation

or decay of mental functions involved in the implementation of the reading process causes the

partial disorder of reading. The prevalence of dyslexia among children with normal intelligence

is 4.8%. Children with severe speech disorders and mental retardation have dyslexia in 20-50%

of the cases (Hmlinen, Salminen, & Leppnen, 2013).

1. Background

"Dys" in Greek means weak or inadequate investment, disorder, separation, etc. and

"lexis" means word or language. The term dyslexia, according to its etymology, means any

disorder in reading (Miles, 1993). However, during the last few years, most authors have defined

it to designate a particular syndrome that is evidenced by a difficulty in the distinction and

memorization of letters or group of letters, lack of rhythm and order in the placement, bad

structuring of the sentences (Ellis, 2016). Most researchers who have been studying the problem

of dyslexia in children, says that a history of pathological effects of biological factors that cause

minimal brain dysfunction. Prenatal brain damage can wear hypoxic nature if not the

implantation of the ovum, anemia and heart defects among mothers, congenital heart defects of

the fetus, placental insufficiency, abnormalities of the umbilical cord, premature placental

abruption, prolonged birth, birth asphyxia and so on (Eden, 2016).

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2. Symptoms of Dyslexia

The main signs of dyslexia are stability, typicality and repeatability errors in reading such

as mixing and replace sounds, letter by letter reading, the syllabic structure of the distortion of

words, breach of reading comprehension. However, the symptoms are related to the particular

type of dyslexia which remarkably differs from each other in type. In phonemic children tend to

mix the sounds of similar acoustic characteristics. In other cases, there is a letter by letter

reading, the distorted sound-syllabic structure of the word, for instance, the inclusion, omission,

transposition of sounds and syllables (Hulme & Snowling, 2016).

2.1. Semantic dyslexia

Semantic dyslexia, also called "mechanical reading," because in this form of impaired

reading comprehension words, phrases, text with the correct reading technique (Hulme &

Snowling, 2016).
2.2. Phonological dyslexia
The patient, who has phonological dyslexia, reads through the optical path with difficulty, since

he does not have representation in the visual lexicon that allows his recognition (Hulme &

Snowling, 2016).

2.3. Visual dyslexia

Visual dyslexia manifests are mixing and substitution of letters similar graphically and

differ only in the individual elements or the spatial arrangement. The "visual dyslexia" is also

mirrored read cases, carried out from right to left (Hulme & Snowling, 2016).

2.4. Tactile dyslexia

Tactile dyslexia characterized by blind people is manifested by physical mixing of similar

letters close by number or arrangement of dots while reading (Hulme & Snowling, 2016).
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2.5. Evolutionary dyslexia

In evolutionary dyslexia, the symptoms arise and disappear quickly on their own during

learning. The symptoms are investments in writing and reading, additions, omissions, writing in

the mirror, hesitations, repetitions, etc. It groups those children and young people who, for no

apparent reason, present unique difficulties in learning to read. The language development of

this child is delayed in, which easily surpasses the difference that in most cases require treatment

by psychologists, neurologists, and language specialists (Hulme & Snowling, 2016).

3. Diagnosis of Dyslexia

Diagnosis of dyslexia involves the assessment of the level of formation of speech,

writing, reading, non-voice functions. It is necessary to develop violated party speech (sound

pronunciation, phonetic processes, vocabulary, grammatical structure, connected speech) and

non-voice processes to overcome dyslexia, The study of the personality of the dyslexic child is

one more aspect to take into account within the psychological exploration. It gives a complete

view of all of its problems since the emotional factor plays a significant role in the form of

reaction, behavior, attitude, and, the school performance (Wang, Xuan, & Jarrold, 2016).

4. Prevention of Dyslexia

Young children have an inadequate awareness of the sounds of language. They hear a

continuous sequence of sounds, but they are not aware that they can be divided into words, and

the latter in syllables and much less than one or several sounds can form syllables. This ability is

called phonological awareness and can be developed with exercise. It has been found that the

phonological awareness facilitates the learning of reading both preliterate children and children

at risk of dyslexia. Thus, by promoting phonological learning early, it is possible to prevent

reading problems that would appear later. Efforts to acquire phonemic awareness are very
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abstract, because they are based on stimuli that the child cannot see or manipulate, so it should

always be done as a game, and if possible to support us in sheets, photographs, drawings,

etc. The order to be followed is, to begin with, rhyming activities, to continue with the syllable,

and finally to end the phoneme. Until the age of 5 years, it is tough for the child to be aware of

phonemes in all positions of words (Hoese, et al., 2016).

5. Treatment

Dyslexia is often confused with other school adjustment problems, mainly with the

mental level and apathy towards the study. It is due to a superficial view of the problem of the

child, without delving into the causes for the lack of school redeeming, and a waiting attitude

that, as the child matures psychically, are resolved their deficiencies spontaneously. The

psychological treatment is helpful for all children who present any evidence of school

maladjustment, to demarcate the different root causes, and guide each accordingly (Eden, 2016).

6. Positive aspects of Dyslexia

Dyslexia is not a disease but a condition that on top of that and more unstable and can

change from one and the same person every day. Also, it was found that dyslexia is a real talent,

perception, natural gift that is responsible for a large number of human abilities. It is possible to

learn to control the force of will by the capacity of the unconscious. This discovery gave hope for

the correction of their condition to millions of children and adults suffering from illiteracy;

failing in the educational process and those who consider themselves losers and not of this

world. The observation of the dyslexic child must be very broad, deep and subtle, and

diagnostic findings of all specialists involved in child study must match (Terras, Thompson, &
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Minnis, 2009). Addressing the emotional problems of children can help to utilize their instincts

for the development of positive attitudes and something more productive.

References

Eden, G. F. (2016). Early Identification and Treatment of Dyslexia A Brain-based Perspective.

Perspectives on Language and Literacy, 42 (1), 7.

Ellis, A. W. (2016). Reading, Writing and Dyslexia (Classic Edition): A Cognitive Analysis.

London and New Yark: Routledge.

Hmlinen, J. A., Salminen, H. K., & Leppnen, P. H. (2013). Basic Auditory Processing

Deficits in Dyslexia. Journal of learning disabilities, 46 (5), 413-427.

Hoese, A., Wyschkon, A., Moraske, S., Eggeling, M., Quandte, S., Kohn, J., et al. (2016).

Prevention of dyslexia short-term and intermediate effects of promoting phonological

awareness and letter-sound correspondence with at-risk preschool children.

ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND

PSYCHOTHERAPIE, 44 (5), 377-391.

Hulme, C., & Snowling, M. J. (2016). Reading disorders and dyslexia. Current Opinion in

Pediatrics, 28 (6), 731-735.

Miles, T. R. (1993). Dyslexia: The pattern of difficulties (Vol. 2). London: Granada.

Reid, G. (2016). Dyslexia: A practitioner's handbook. John Wiley & Sons.

Terras, M. M., Thompson, L. C., & Minnis, H. (2009). Dyslexia and psychosocial functioning:

an exploratory study of the role of selfesteem and understanding. Dyslexia, 15 (4), 304-

327.
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Wang, X., Xuan, Y., & Jarrold, C. (2016). Using a Process Dissociation Approach to Assess

Verbal Short-Term Memory for Item and Order Information in a Sample of Individuals

with a Self-Reported Diagnosis of Dyslexia. Frontiers in Psychology, 7.