BBED2101

Toledo Moira Daphne Gonzales

BBED2101 Video Case Analysis: “Like Stars on Earth” by Aamir Khan

“Who wants a cynic who knows the price of everything and the value of nothing?”

This quote is shared by Ram Shankar Nikumbh, a teacher in the movie “Like Stars on

Earth”, where he talks about the innate talent that a child may have beyond what is assessed

of them in school. The same can be said about a child with special education needs (SEN).

This movie valuably observes the challenges of a student with the condition “dyslexia” by a

boy named Ishaan. The condition is a common “neurodevelopmental disorder that is

characterized by slow and inaccurate word recognition” (Peterson & Pennington, 2012). The

disorder in a neurobiological perspective is further “characterized by a dysfunction of the

normal left hemisphere.” (Peterson & Pennington, 2012) which concerns ones’ language

network and processing. Despite his reading and writing difficulties, Ram, Ishaan’s teacher,

acknowledges his gifted and intelligent skill in creative painting and expression. Similarly,

individuals with dyslexia are known to be at an average, or even extremely intelligent level

compared to their peers–for the exception that have trouble learning to read and performing

other language-related tasks (Shaywitz, 1996).The movie that highlights the complex

struggles that children with dyslexia have to face at an early age. This essay analyzes the

learning needs of dyslexia as portrayed in the movie, the strategies implemented by the

teacher to aid them, and raises suggestions on how a student like Ishaan can be further

supported in his learning environment in the lens of a future educator.

One of the very first noticeable learning needs of Ishaan is his poor reading and writing.

Ishaan, at the level of 3rd Grade, should be well aware of how to spell simple 3-letter words.

However, he often misspells and can often mix up similar-looking words such as “POT” and

1
 BBED2101
Toledo Moira Daphne Gonzales

“TOP”. Furthermore, he often mirrors certain letters that look very similar–such as lowercase

“b” and “d”. These are often chalked up to be common signs of dyslexia, however backwards

writings and reversals are “common in early stages of writing development among dyslexic

and nondyslexic children alike.” (Shaywitz, 1996). Instead, the disorder is due to an

individual’s difficulty to associate the sight of a letter with its sound. This is well established

by the analogy that Ram makes in the movie–when we read a word such as “apple”, we are

able to conjure the image in our head. Rather, this requirement is unfulfilled by someone with

dyslexia. The phonological model aids in understanding this further. Its focus on sounds

helps in understanding that those with dyslexia are impaired in “representation, storage

and/or retrieval of speech sounds”. Thus, a child’s learning of a form of alphabet/writing

system requires excellent phoneme correspondence (Ramus, 2003). This ability, as pointed

out by Ram, is one that comes naturally to a kid such as Ishaan’s age. Poorly portrayed,

archived, or retrieved sounds, however, have an impact on all the elements required to

convert processing into appropriate reading and writing. Therefore, it is essential to

understand that decoding text involves a number of processes that vary from student to

student as well. These processes include general intelligence, vocabulary, reasoning, and

concept formation (Shaywitz, 1996), all of which combine to produce meaning that a person

can comprehend. It seems sense that this would be challenging for a pupil like Ishaan.

Another issue pointed out by Ram is Ishaan’s inability to understand multiple instructions at

once. He explains that through saying a series of instructions especially in a class setting,

with a menial task such as class reading may cause confusion for someone with dyslexia.

Executive function is a term used in understanding the “top-down processes that aid in

2
 BBED2101
Toledo Moira Daphne Gonzales

creating, planning, performing and achieving goals” (Farah et al., 2021). Thus, in order for an

individual with dyslexia to process one’s instructions, there needs to be a consistency in

preserving necessary information in working memory, suppressing unrelated information,

and retrieving data from long-term memory (Varvara et al., 2014)--all of which are necessary

in completing the task that is given to them by an individual. However, the lack of executive

function (or executive dysfunction) in an individual with dyslexia coped with the quality of

poor phoneme correspondence leads to a significant delay in processing and completing a

task. A study done in 2014 analyzed the executive dysfunction of those with dyslexia in

aspects such as verbal and visual short-term memory, visual-spatial and auditory attention,

and more (Varvara et al., 2014).The study further highlights the layering difficulties that

come with functioning as a student with dyslexia. Furthermore, it explains why Ishaan’s

parents simply see Ishaan as “dumb” or “lazy”, as without the seemingly simple skill of

listening and completing a task, they may see any consecutive efforts of reading and writing

as a behavioral issue. In reality, the study interprets the auditory attention of those with

dyslexia as not only an inadequate comprehension of speech and sound, but also challenges

orienting focus on auditory attention. It is a significant layer that aids in understanding the

challenges of dyslexia.

Ram further explains Ishaan’s learning difficulties and its effects on his self-esteem. He

mentions that with his poor academic performance, his confidence is completely, utterly

shattered in the process. Entering school with dyslexia, students are forced to step into a

world where their abilities and strengths are unmatched with those around them. Through a

study of criminals with dyslexia, oftentimes their fall to crime is due to their failure to keep

3
 BBED2101
Toledo Moira Daphne Gonzales

up at school during childhood–therefore, it creates a drop in self-esteem where they develop

inferiority complexes due to a questioning of academic abilities (Alexander-Passe, 2006). In

Ishaan’s case, he responds to this low-self esteem by deviant and nonchalant behavior

towards school and people around them. This can also be attributed as a way to gain

recognition from their peers (Alexander-Passe, 2006). However, dyslexics who have high

self-esteem have the potential to achieve and recognize their abilities and skills for success.

As Ram sifts through Ishaan’s artworks and their sheer creative ability, he believes that with

proper guidance, Ishaan as well could attribute success to this skill of his. Therefore, with this

kind of acknowledgement and support in teaching and learning, low self-esteem may not

even occur within those with dyslexia in the first place.

Ram firstly acknowledges Ishaan’s need for support well through proper communication with

his parents. By relaying such initial assessments and his understanding of dyslexia to his

parents, he can dispel any negative notions of Ishaan that may linger in their head, such as

him being “dumb” or “lazy”. Proper communication with parents exposes parents to

“parenting a child with an educational need” (Ross, 2021), rather than without inexplicable

reason. Thus, it gives parents a further sense of purpose and guides them to cultivate their

child’s learning. Furthermore, the actions taken by a teacher to facilitate a proper learning

environment for a child with dyslexia is importantly advocated in this movie. Ram practices

Ishaan’s writing skills by moving away from the conventional form of writing on paper–

instead, writing through other methods that may generate less anxiety for Ishaan such as on

sand and with paint. Most students with dyslexia may find schoolwork so intimidating that

they tend to avoid words entirely. Ultimately, by changing Ishaan’s perspective through other

4
 BBED2101
Toledo Moira Daphne Gonzales

methods of learning writing and reading, he is also able to practice his kinaesthetic and motor

skills in the process. Furthermore, painting is a familiar concept to Ishaan and will create a

more positive association for him to learn. Thus, positive student motivations are created. A

student’s perceived enjoyment especially with dyslexia enhance their engagement with the

topic at hand (Wang et al., 2017). With an enhanced focus on Ishaan’s intrinsic motivations

through creative methods and familiar tasks such as painting, it heightens his interest in

improving in reading and writing as well.

Ishaan’s motor skills are further developed through writing practice on larger boxes, working

them down to smaller and smaller boxes. Enlarging the image of each letter helps widen the

scale of the letters, working it down to a smaller size bit by bit. Furthermore, his motor skills

are not only exercised through writing but through other entertaining activities such as clay-

figure making and computer games. Such games create a diversion of a tedious task such as

reading and writing away, but still exercise the necessary motor skills needed for his reading

and writing. Ram expresses Ishaan’s divergent thinking through multiple spontaneous,

creative solutions in addressing his reading and writing difficulties (Beachboard, 2023).

Hence, aiding Ishaan in his learning does not only require creative solutions but also a solid

student-teacher relationship where their needs are effectively communicated. Bias on

student’s diagnostic labels can unconsciously deter proper student-relationships from

cultivating (Zee et al., 2020), however Ram does not do this and opens his mind to the

possibilities that aid Ishaan’s divergent learning styles.

5
 BBED2101
Toledo Moira Daphne Gonzales

Further strategies that Ram and other teachers in Ishaan’s school could incorporate is the

concept of “structured literacy”, or SL, among students with SEN and students without. SL

refers to various instructional approaches that incorporate spoken language into reading,

spelling and writing (Fallon & Katz, 2020). Furthermore, SL focuses on “explicit, systematic

teaching of language skill areas including phonology, orthography (sound-symbol

correspondences), morphology (prefixes, root words, suffixes) and syntax (Fallon & Katz,

2020). All elements work together to make a concrete learning of reading and writing in

young readers such as Ishaan. I suggest an increased emphasis on morphology, “one of the

most important linguistic skills for literacy” (Fallon & Katz, 2020), as it creates a concrete

building block that can help students not only memorize letters and words but understand

wholly the meanings of words for “decoding, spelling and growing vocabulary skills.” I

suggest two sample activities; one, is to expose children with the concept of prefixes and

suffixes and how they change a base word’s meaning. Some examples are “un” as a prefix

added to a morpheme that renders the meaning opposite. To make it more interactive,

students can incorporate “self-discovery techniques'' of finding morphemes/base words

within a text and understanding their meaning. These serve as their base blocks for forming

new words and aid them in their spelling, as they are focused on a meaning-approach rather

than memorizing-approach. Thus, adding “un” in “unhappy” is easier spelled as they

understand the morpheme root. Therefore, more complicated words to spell such as

“dysfunctional” for a child Ishaan’s age will be easier when broken down to the prefix “-

dys”, suffix “-al” and the morpheme “function” As mentioned, all students with or without

learning needs will benefit with such. This facilitates John Biggs' "deep learning" approach,

which emphasizes tactics that importantly centre on the comprehension of meaning

(Barattucci, 2017), as opposed to a "surface" approach that concentrates on the mere retaining

of knowledge.

6
 BBED2101
Toledo Moira Daphne Gonzales

Another thing that could be considered is Ishaan’s learning difficulties with learning two

languages–English and Hindi. Learning English as a foreign language (FL) makes it

particularly difficult for a student with dyslexia. Studies within foreign language learning

state that “if one has language problems in their native language, these problems will be

carried over to the FL leading to an inability to learn a new language fully” (Knudsen, 2012).

With a lack of proper reading and writing foundations in their mother tongue, it exacerbates

the symptoms of their dyslexia when learning two languages at once. I suggest that reading,

spelling and writing in FL–in this case, English–makes clear how syntax is new in the FL

they learn (such as the rules of past/present/future tense and ordering of words in a sentence)

(Knudsen, 2012)). By establishing the differences between their mother tongue and FL, a

student with dyslexia is able to make comparisons on what is more familiar to them in

language and apply these rules accordingly. Ultimately, there should be greater emphasis on a

Multi-sensory Learning Approach (MSL) in foreign language learning especially, which is

the idea that “dyslexic students have a greater chance of accessing the curriculum when they

are taught using all senses simultaneously.” (Knudsen, 2012). This has already been

employed by Ram when he incorporates kinaesthetic learning in sand and paint, which makes

use of Ishaan’s sense of touch in learning. However, this can benefit all students as it

provides a more interactive learning environment that allows students to be even more

engaged with reading, writing and spelling actively.

The film "Like Stars On Earth" valuably allows teachers to examine the significance of

acknowledging the abilities and intellect of students with dyslexia–and even further, SEN

students, outside conventional academic measurements. Through analysis of the reading and

7
 BBED2101
Toledo Moira Daphne Gonzales

writing difficulties of Ishaan, motor coordination and emotional regulation, we see that

Ram’s teaching styles incorporate innovative, creative approaches necessary for proper

guidance of a student with dyslexia. Through further techniques such as SL and a focused

importance of MSL in FL, such will aid a student like Ishaan to assimilate into society and

recognize his invaluable strengths in learning.

8
 BBED2101
Toledo Moira Daphne Gonzales

References

Alexander-Passe, N. (2006). How dyslexic teenagers cope: An investigation of self-esteem,

coping and depression. Dyslexia, 12(4), 256–275. https://doi.org/10.1002/dys.318

Barattucci, M. (2017). Approach to Study as an Indicator of the Quality of Teaching and of

Learning Environment: the contribution of John Biggs. Journal of E-Learning and
Knowledge Society, 13(2).

Beachboard, C. (2023, April 12). 5 techniques to promote divergent thinking. Edutopia.

https://www.edutopia.org/article/divergent-thinking-fosters-creativity/

Fallon, K. A., & Katz, L. A. (2020). Structured literacy intervention for students with
dyslexia: Focus on growing morphological skills. Language, Speech, and Hearing
Services in Schools, 51(2), 336–344. https://doi.org/10.1044/2019_lshss-19-00019

Farah, R., Ionta, S., & Horowitz-Kraus, T. (2021). Neuro-behavioral correlates of executive
dysfunctions in dyslexia over development from childhood to adulthood. Frontiers in
Psychology, 12. https://doi.org/10.3389/fpsyg.2021.708863

Knudsen, L. (2012). Dyslexia and Foreign Language Learning. Lärande Och Samhälle, 47.

Peterson, R. L., & Pennington, B. F. (2012). Developmental dyslexia. The Lancet, 379(9830),
1997–2007. https://doi.org/10.1016/s0140-6736(12)60198-6

Ramus, F. (2003). Theories of developmental dyslexia: Insights from a multiple case study of
dyslexic adults. Brain, 126(4), 841–865. https://doi.org/10.1093/brain/awg076

Ross, H. (2021). “it’s a battle!”: Parenting and supporting a child with dyslexia. Dyslexia.
https://doi.org/10.5772/intechopen.93948

Shaywitz, S. E. (1996). Dyslexia. Scientific American, 275(5), 98–104.

Varvara, P., Varuzza, C., Sorrentino, A. C., Vicari, S., & Menghini, D. (2014). Executive
functions in developmental dyslexia. Frontiers in Human Neuroscience, 8.
https://doi.org/10.3389/fnhum.2014.00120

Wang, R., Chen, L., Solheim, I., Schulz, T., & Ayesh, A. (2017). Conceptual motivation
modeling for students with dyslexia for enhanced assistive learning. Proceedings of the
2017 ACM Workshop on Intelligent Interfaces for Ubiquitous and Smart Learning.
https://doi.org/10.1145/3038535.3038542

Zee, M., de Bree, E., Hakvoort, B., & Koomen, H. M. Y. (2020). Exploring relationships
between teachers and students with diagnosed disabilities: A multi-informant approach.
Journal of Applied Developmental Psychology, 66, 101101.
https://doi.org/10.1016/j.appdev.2019.101101