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Dyslexia
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Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia may experience difficulties in other language skills such as spelling, writing, and speaking. Dyslexia is a life-long status... its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment. It is a disorder of constitutional origins manifested by a difficulty in learning to read, write, or spell, despite being provided with conventional instruction, having adequate intelligence, and sociocultural opportunity.*
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Dyslexia is a neurological problem that results from improper functioning of the brain in terms of language. Reading requires the eyes and brain to work together in complex ways. The eyes must focus on the printed word while the brain controls eye movements across the page. In addition, the brain must understand how the words are put together and how the letters sound. In processing words, the brain builds images and ideas, compares new ideas to what is already known, and stores these ideas in the memory.
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Dyslexia may have an impact upon the child's family. Non-dyslexic siblings may be jealous of the attention, time, and money the dyslexic child receives from the parents. Since dyslexia runs in families, one or both parents may have had similar school problems. The child's problems may bring back feelings of frustration and failure for parents, which may interfere with their parenting skills.
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Dyslexia can have different effects on different people, depending on the severity of the learning disability and the success of efforts to develop alternate learning methods. Traditionally dyslexia causes problems with reading, writing and spelling and those problems manifest themselves differently in each person. In fact, some children with dyslexia show few signs of difficulty with early reading and writing, but have more trouble with later complex language skills, such as grammar, reading comprehension, and more in-depth writing.
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The Dyslexia Wales course helps solve learning problems encountered by dyslexics. The course empowers both adults and children with dyslexia to take personal responsibility for their learning process. The Dyslexia Wales method does not rely on costly drugs, machinery or appliances. The course addresses the core difficulties and releases the latent talents of dyslexic people.
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Ronald D. Davis, writing in The Gift of Dyslexia outlines an alternative and complementary treatment consistent with the "moving point of view" model. According to this model, and the reason why letters seem to change shape and float, why lines of print appear to move, and why words appear to be other than they are is that the dyslexic individual sees the world predominantly through his or her "mind's eye," rather than through his or her physiologic eye. In other words, the person with dyslexia more than all others, sees what he or she 'thinks' they see, rather than what their eyeballs see. To further complicate matters, they do this so quickly, they easily become confused when the multiple facets do not produce a solid view. The object of treatment proposed by Ronald Davis, a dyslexic individual himself, is to train the mind's eye to return to a learned, anchored, viewpoint when they realize they are seeing with their mind, and not with their eyeballs. This is accomplished with assessment testing, followed by one-on-one exercises that retrain mental perception pathways.
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Dyslexia