The Effects of Dyslexia Among Students in the Classroom

The Effects of Dyslexia Among Students in the Classroom

Dyslexia is a brain-based reading and writing disability. It is a condition that affects approximately 8% of the population, making it one of the most prevalent learning disabilities in this country (Yin, Joshi, and Yan, 2020). People with dyslexia have difficulties with visual and auditory skills, making it difficult to learn how to read and write. A dyslexic student may struggle with spelling, grammar, comprehension, and organization skills. These difficulties can be more pronounced at certain ages; however, they do not go away as children get older. When a child has dyslexia, they are unable to process information as quickly as non-dyslexic children. They also have difficulty understanding what they read or hear because they do not pay attention long enough to understand what they are taught. This paper seeks to present the various effects of dyslexia among students in the classroom.

Dyslexia symptoms include:

● Difficulty with decoding words and reading tasks

● Being unable to recognize letters and words

● Difficulty with spelling and letter recognition

● Difficulty in following directions from teachers or other adults

Effects

Difficulties in understanding

The first major effect of dyslexia is that some students with dyslexia have difficulty understanding what they read because they cannot see the words enough to recognize them. When students have difficulty understanding what they read, it is not uncommon for them to become confused about what the teacher is attempting to convey. In addition, because the pupils are unable to understand each other's words well enough to communicate freely, they find it difficult to get along with classmates who do not have dyslexia (Kachong'u and Muzata, 2020).

Telling Right and Wrong

The second effect of dyslexia on our students in the classroom is that some students with dyslexia cannot tell whether something is right or wrong when they try doing something because they do not know how well their work fits into the standard set by their teacher or by someone else who's been doing it longer than they have (Forteza et al., 2021).

Emotional Issues

Emotional problems, such as sadness and anxiety, are more common among dyslexic students. They also tend to perform poorly in school and struggle with reading comprehension, writing, and arithmetic. These issues can impair their ability to study proficiently, causing them to repeat a grade or drop out entirely. However, according to the NICHHD, children with dyslexia who received early intervention services for their learning disorders performed better than those who did not receive treatment (Johnston and Scanlon, 2021). The research discovered that children who received early intervention services performed better on standardized tests than those who did not (Johnston and Scanlon, 2021).

Poor Social Interactions

Dyslexic children can have problems interacting socially with friends and family, particularly as they age. They struggle to read nonverbal cues in interactions like sports or hobbies (Forteza et al., 2021). They may also experience school problems related to standardized test performance and classroom behavior. Because of these difficulties, they may be more likely to become bullies or victims of bullying than their peers without dyslexia (Forteza et al., 2021).

Learning Problems

The effects of dyslexia on our students in the classroom can be categorized into two main categories: those directly related to the disability and those not. Dyslexic students, for example, may struggle with reading since they have difficulty decoding words as they read them aloud or writing down what they hear while listening (Sümer and Kumaş, 2021). Dyslexia also affects a student's ability to apply knowledge gained through reading and writing, making it difficult to remember what they learned from reading and writing assignments. In addition, dyslexia affects how well a student does on tests because certain types of reading materials may be too difficult for them to comprehend at their current level of development. Therefore, teachers must try different approaches when teaching students with dyslexia to learn more effectively.

Recommendations

The effect of dyslexia on our students in the classroom is a big problem. The problem is that the students are not getting the right education and can't learn properly. This can make people think dyslexia is a mental illness, not a learning disability. We need to promote awareness of dyslexia because if we do not, then there will be many people who do not get the help they need and could end up having low self-esteem and depression. If we want to help people with dyslexia, we must make sure that everyone knows about it so they can get the support they need when struggling. We also need to ensure that teachers understand how to deal with children who have dyslexia so that they can help them achieve their full potential as learners (Johnston and  Scanlon, 2021). There are many other remedies for the various effects of dyslexia on our students in the classroom. We must provide proper instruction and training for our students to attain their full potential. We also need to ensure that we provide them with the right materials and tools to function effectively. For example, we need to provide them with phonics programs to help them learn how to read and write properly. This will help them develop cognitive skills like memory, attention span, sequencing, sequencing, and comprehension. We also need to ensure that they have computer access to software programs like Word or Excel, enabling them to type faster than normal for most people with dyslexia. They should also do exercises on the computer, which will help them improve their finger movement and eye-hand coordination skills (Ugwuanyi, Okeke, and Gama, 2020). This will assist them in catching up with their classmates who do not have dyslexia difficulties. They will do better academically since they were exposed to the notion of how their minds function when it comes to learning new things or executing activities at their own pace in early enough stages (Ugwuanyi, Okeke, and Gama, 2020).

Conclusion

The term "dyslexia" refers to a set of conditions that affect reading, writing, spelling, and comprehension. Children with dyslexia often suffer from anxiety when faced with tasks that require learning new skills or memorizing things such as multiplication tables. The main reason for this difficulty is that the person has trouble seeing words in their proper order. This can cause them to read words backward or not understand what they are reading. The other reason dyslexia occurs is because many different types of dyslexia require different treatment methods to correct its effects. For example, some people struggle with spelling while others have great difficulty reading or writing words. Each type of dyslexia requires a different treatment method depending on how severe the problem is and how much remediation must be done before it can be completely fixed. Dyslexia can be treated, but only if it is caught early enough before it causes significant damage to your child's education and life in general, as well as if you do not let it get out of hand because then it becomes harder for your child to catch up with other students who have not been affected by this disorder at all. 

References

Forteza-Forteza, D., Rodríguez-Martín, A., Álvarez-Arregui, E., & Menéndez Álvarez-Hevia, D. (2021). Inclusion, dyslexia, emotional state and learning: Perceptions of Ibero-American children with dyslexia and their parents during the COVID-19 lockdown. Sustainability, 13(5), 2739.

Johnston, P., & Scanlon, D. (2021). An examination of dyslexia research and instruction with policy implications. Literacy Research: Theory, Method, and Practice, 70(1), 107-128.

Kachong'u, Z. J., & Muzata, K. K. (2020). Understanding Dyslexia in the Mainstream Classroom: Voices of 8th Grade Learners at Sihole Combined School in Kalabo District.

Sümer Dodur, H. M., & Altindağ Kumaş, Ö. (2021). Knowledge and beliefs of classroom teachers about dyslexia: the case of teachers in Turkey. European Journal of Special Needs Education, 36(4), 593-609.

Ugwuanyi, C. S., Okeke, C. I., & Gama, N. N. (2020). Teachers' Experiences with Dyslexic Learners in Mainstream Classrooms: Implications for Teacher Education. International Journal of Higher Education, 9(6), 34-43.

Yin, L., Joshi, R. M., & Yan, H. (2020). Knowledge about dyslexia among early literacy teachers in China. Dyslexia, 26(3), 247-265.