Anatomy Dyslexia Is a Learning

Anatomy Dyslexia Dyslexia is a learning disability that often hinders a person's ability to read, write, spell, and sometimes speak. Dyslexia is one of the most common learning disability in children and persists throughout life. The severity of dyslexia can vary from mild to severe. The sooner that dyslexia is treated, the more positive the outcome is likely to be. It is never too late for people with dyslexia to learn how to develop their language skills.

Children with dyslexia often have difficulty in learning to read despite traditional instruction, average intelligence, and an adequate opportunity to learn. Dyslexia is due to impairment in the brain's ability to translate images received from the eyes or ears into understandable language. It is not due to vision or hearing issues and it is not due to mental retardation, brain damage, or a lack of intelligence (Dyslexia, 2010). Dyslexia can go unnoticed in the early years of schooling.

A child can become irritated by the difficulty in learning to read, and other problems often are present that disguise dyslexia. The child may show signs of depression and low self-esteem. Behavior problems often occur at home as well as at school. A child may become uninterested and develop a dislike for school. A child's achievement in school may be jeopardized if the problem goes untreated (Dyslexia, 2010). There are several kinds of dyslexia that can affect a child's ability to spell as well as read.

Trauma dyslexia usually happens after some form of brain trauma or injury to the area of the brain that controls reading and writing. A second type of dyslexia is called primary dyslexia. This type of dyslexia is a dysfunction of instead of damage to, the left side of the brain or cerebral cortex and does not change with age. People with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults.

Primary dyslexia is hereditary and often found more often in boys than in girls (Dyslexia, 2010). A third kind of dyslexia is called secondary or developmental dyslexia and is thought to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia lessens as a child gets older. It is also more common in boys than it is in girls. Dyslexia may affect several different functions. Visual dyslexia is distinguished by number and letter reversals and the inability to write symbols in the correct sequence.

Auditory dyslexia entails difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly (Dyslexia, 2010). Dyslexia is often inherited through the genes. It can also be caused by early ear infections. Either way it is harder for a young child to distinguish the difference between similar sounding words. The overall numbers of boys and girls who are dyslexic is roughly the same. Spelling is the one activity which causes the most difficulty for dyslexic children.

Observing spelling errors in short, simple words is the way in which most dyslexic children first come to be looked at for this disorder (Dyslexia Symptoms in a Dyslexic Pupil or Student, n.d.). Dyslexic children often experience difficulties with jumbled spellings. These are spelling efforts in which all the correct letters are present, but are written in the wrong order. Jumbled spellings often show that a child is experiencing difficulty with visual memory.

People who do not suffer from dyslexia often use their visual memory when trying to remember a difficult spelling: they write down two or three possible versions of the word on a spare piece of paper and see which spelling looks right. They are counting on their visual memory to help them, but the visual memory of a dyslexic child may not be adequate for this task (Dyslexia Symptoms in a Dyslexic Pupil or Student, n.d.).

One trait of dyslexia is difficulties with sequencing or getting things in the right order. Math often depends on sequences of numbers and even though many people are aware that dyslexic children and students have problems with reading and spelling, they do not know that math/s can also be a real challenge. While one might reasonably think that all children live their lives in a mess, this is particularly so for dyslexic children and students.

They often have real difficulties with planning and thinking ahead to when a book or pen might be needed next (Dyslexia Symptoms in a Dyslexic Pupil or Student, n.d.). A very bright child who has dyslexia may not be identified until later because they are able to compensate enough to maintain average grades. Usually by the fourth grade, when the task changes from learning to read to reading to learn, they will begin to fall behind.

Some students with dyslexia may be able to get by until high school or college before they encounter significant problems. Failure to recognize dyslexia can lead to significant frustration, loss of motivation for school, depression, and lifelong educational and occupational underachievement (Dyslexia, 2009). Dyslexia is a very difficult disorder to diagnose. There are many things that a psychologist or other health professional reviews in order to diagnose the disability.

The testing that is done determines the child's functional reading level and compares it to reading potential, which is evaluated by an intelligence test. All facets of the reading process are examined to pinpoint where the breakdown is occurring. The testing additionally looks at how a child takes in and processes information and what the child does with the information. The tests are used to determine whether a child learns better by hearing information (auditory), looking at information (visual), or doing something (kinesthetic).

They also determine whether a child performs better when allowed to give information by saying something or by doing something with their hands. The tests also assess how all of these sensory systems (modalities) work in conjunction with each other (Dyslexia, 2010). Treatment for dyslexia consists of using educational tools in order to enhance a person's ability to read. Medicines and counseling are not used to treat dyslexia. An important part of treatment is educating oneself about the condition.

The sooner that dyslexia is recognized and addressed, the better off a person is. Beginning treatment when a child is young can improve reading and may even prevent reading problems in the first years of school. But reading will most likely always be hard for a person with dyslexia (Dyslexia - Treatment Overview, (2008). According to a complete U.S. government study.