Learning Disability Dyslexia is a common learning

Dyslexia is a common learning disability that affects millions of people of all ages. It is imperative that someone who is (or has aspirations to be) a teacher, have the ability to understand its causes, symptoms, and function. Dyslexia is a learning disorder which is usually diagnosed in people with no other mental disabilities and who have an otherwise normal mental capacity. It is usually first noticed by parents or teachers. This disability is usually noticed with reading difficulty. It is imperative that a child who is thought to have dyslexia see a medical doctor to make sure there are no other factors impeding the person's ability to read. Once this is done, an intervention plan must be created. Dyslexia can manifest itself in many ways. For example, a person may have difficulty pronouncing a word, or they may have time distinguishing between different words.

There has been much research done to determine possible causes of the disability. For example, Helveston 1969; Blika 1982; Keys 1982; and Hiatt 1984 have all found that people with dyslexia do not have any more visual problems than people without the disorder. Therefore, it can be concluded that the disorder is not necessarily related to vision problems. According to another researcher (Mattis, 1978), about 85% of people with dyslexia suffer from some sort of auditory problem. This prevents the people from linking the written form of the word with its spoken equivalent. In such cases, language and speech intervention can help ease the disabilities symptoms for those inflicted with the problem.

Another less frequent cause of dyslexia may be visio-spacial- motor problems. This was researched by Robinson and Swartz in 1973. About 5 % of people studied with dyslexia had visio-spacial-motor problems as the cause. This impedes their ability to scan, perceive, and sequentially organize information presented to them. Unfortunately, people with this cause for their problem do not benefit much from neurological training and other interventions.

As a teacher, it is very important to be able to assess whether or not a student with reading difficulties can be dyslexic. If a teacher overlooks this possibility, it may have a very detrimental effect on the child's self esteem. There are several ways a teacher can identify possible signs of dyslexia. The first sign is a below average reading score. The second would be that this score is not improved despite the person's repeated efforts. Another sign is when the problem impacts the person's life on a regular basis. Finally, a teacher can suspect dyslexia when there are not other visual, auditory, or motor problems involved.

Once a person is diagnosed with dyslexia, there are many steps they can take to learn how to make learning how to read easier. When a teacher is aware of the disability, they can also take action to help their student. For example, a teacher may have a student tape record a session in order to help the student play back and focus more when doing homework. Flash cards can also be created, and the teacher can take the time to help the student learn how to pronounce certain words that may be similar.

In conclusion, the biggest problem with dyslexia is admitting to it. Once the problem has been identified, there are many steps that can be taken to help the person. It is especially important that teachers support students with the problem in order to help their self-esteem stay afloat. Teachers can also educate other students on how the disability affects people so that they do not attempt to 'tease' or 'insult' the students with the disability.