Learning Disability |
Rekeil Peterson |
Mrs. P Ponder |
Learning Disability (Dyslexia)
All too often children are labeled as slow or stupid; they are put aside into special classes for the slower kids and looked down upon by the smarter kids. Teachers and parents look at them in disappointment for the great potential they once saw in their child’s eyes has gone
to waste. Many teens that now believe that their stupidity is a truth were once as young children, praised for their quick learning and brightness. There must be an explanation for this. The explanation for me along with many other kids is the learning disorder called
“As a ...view middle of the document...
6 times as much area of the brain or five times the brain area
to do the same language task as the other kids who were not dyslexic” (UniSci 1). That translated means that “the dyslexic’s brain works much harder and uses much more energy than that of a normal person” (UniSci 1).
When dyslexics are at the infant age, they seem very smart, and often above the learning abilities of the other infants of the same age. “As of three-months, dyslexics begin to develop their special abilities, skills and deficiencies” (Davis 68). Some of these special abilities are talking early.
Usually when a dyslexic child learns to talk they often talk very fast and they’re words all run together because they are thinking faster than they can talk. This is where the question of Attention Deficit Disorder or ADD, comes in.
Many parents and even doctors misdiagnose dyslexia as ADD because when children are trying to keep up with their minds, they often seem very hyper active just as children with ADD are. Many dyslexics are misdiagnosed, according to the Dyslexia Research Instituted, “only five percent of dyslexics are ever properly diagnosed and given appropriate help, this means that eighty five percent of adult illiterates are dyslexic”(1).
Another special ability that is prominent in infant dyslexics is being able to alter his/her perception to connect the part of something that he/she can see to the whole object without seeing the whole picture. Author Donald D. Davis uses a baby laying in its crib as an example,
“the baby can see his mother’s elbow and that is it, but he knows that it is his mother without seeing her face” (68). He automatically puts the two together. This is a skill that is developed as an infant improves throughout child hood. This talent is often why parents will think that their child is above the learning abilities for his or her age, and when it comes to this, they are, but in the long run, it does not help them.
Research also showed less activity angular gyrus part of the brain of the dyslexic than those without the disability did, and dyslexics also use this area of the brain “inadequately” (Brain Briefing 2). “The angular gyrus or the AG is located toward the back of the brain and is the part of the brain that translates the mass of words and letters we encounter in day-to-day life” (Brain Briefing 2). Since the dyslexic is unable to properly use the angular gyrus, they will “compensate by using other brain areas such as the inferior frontal gyrus which is associated with spoken language. Dyslexics will often show this when they are reading. Instead of reading quietly to themselves, commonly they will read out-loud to themselves to comprehend what they are
reading” (Brain Briefing 2).(see appendix for image of AG)
Another neurological finding is the “evidence of deficit in the brain’s visual system in people with dyslexia” (Atypical Brain 1). In other words, dyslexics have problems “processing specific visual...