Dr.

Ram Manohar Lohiya National

Law University

PSYCHOLOGY
DYSLEXIA :A CONCEPTUAL ANALYSIS

Submitted to: Submitted by:

Miss Isha Yadav Meghna Singh
Assistant Professor B.A LLB(Hons)
Ist Semester(2016)
Roll No:100 Sec. B

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Table of Contents

INTRODUCTION ..................................................................................... 4
WHAT IS DYSLEXIA ............................................................................. 6
CAUSES OF DYSLEXIA ........................................................................ 8
SYMPTOMS OF DYSLEXIA ................................................................. 10
FAMOUS PERSONALITIES DIAGNOSED WITH DYSLEXIA ........ 14
TEACHING A DYSLEXIC CHILD .............................................................................. 16

TREATMENT ................................................................................................................................. 25
BIBLIOGRAPHY ......................................................................................................................... 27

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 ACKNOWLEDGEMENT
I express my gratitude and deep regards to my teacher for the subject Ms. Isha Yadav for giving
me such a challenging topic and also for his exemplary guidance, monitoring and constant
encouragement throughout the course of this thesis.

I also take this opportunity to express a deep sense of gratitude to my seniors in the college for
their cordial support, valuable information and guidance, which helped me in completing this
task through various stages.

I am obliged to the staff members of the Madhu Limaye Library, for the timely and valuable
information provided by them in their respective fields. I am grateful for their cooperation during
the period of my assignment.

Lastly, I thank almighty, my family and friends for their constant encouragement without which
this assignment would not have been possible.

-MEGHNA SINGH

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 INTRODUCTION

According to the National Institutes of Health, dyslexia is a specific learning disability that is

neurological in origin. Individuals with dyslexia have trouble with reading, writing, spelling and

often with math despite having at least an average intelligence.

It is estimated that 15 to 20 percent of the world’s population is dyslexic but most are never

identified or diagnosed. For those who are diagnosed it often happens after years of struggling in

school, after self-esteem has begun to tumble and after the words ‘I’m stupid’ or ‘I’m dumb’

become more than just words.

In 2011 filmmaker Luis Macias learned that his eight year old son, Alejandro, was dyslexic.

Even though Alejandro was diagnosed relatively early, it came after he was held back in first

grade due to his poor reading and writing skills and it came after countless homework battles,

self-esteem issues, and Alejandro continuously being told that he was not trying hard enough.

We know how to fix the reading, writing, and spelling issues that dyslexics struggle with.

Dyslexic children can become successful readers and very successful students thus allowing

them to reach their full potential as adults. But there is a tremendous roadblock in the way and it

is there because our governments, schools and educators are simply misinformed about what

dyslexia is or they have no information at all.

By carefully weaving together interviews with parents, educators, researchers, experts, and adult

dyslexics, Embracing Dyslexia tackles the issues surrounding dyslexia like no other documentary

film has done before.

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Parents share emotional stories of their anxiety and frustration over failing to understand why

their children were struggling with reading, writing, and spelling and the life-altering impact the

word dyslexia had on their lives.

Adult dyslexics courageously open up and speak candidly about their dyslexia, sharing their

struggles and successes they have had in school and in their adult lives.

Experts and educators define what dyslexia is and illustrate why early dyslexia screening for all

children is vital. They also share how effective tutoring inside and/or outside the school,

accommodations in the classroom, and recognizing and fostering the dyslexic child’s natural

gifts and abilities can take them from feeling stupid and experiencing failure on a daily basis to

believing in themselves and knowing that they can be as successful as their peers.

For being the most common learning disability, dyslexia is grossly misunderstood in the one

environment where it can least afford to be — our schools. Embracing Dyslexia sets out to

change this by enlightening and inspiring those who are responsible for the education of these

amazing children.

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 WHAT IS DYSLEXIA?

Dyslexia, also known as reading disorder, is characterized by trouble with reading despite

normal intelligence Different people are affected to varying degrees. Problems may include

difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head,

pronouncing words when reading aloud and understanding what one reads. Often these

difficulties are first noticed at school. When someone who previously could read loses their

ability, it is known as alexia. The difficulties are involuntary and people with this disorder have a

normal desire to learn.

Dyslexia is believed to be caused by both genetic and environmental factors. Some cases run in

families. It often occurs in people with attention deficit hyperactivity disorder (ADHD) and is

associated with similar difficulties with numbers. It may begin in adulthood as the result of

a traumatic brain injury, stroke, or dementia. The underlying mechanisms of dyslexia are

problems within the brain's language processing. Dyslexia is diagnosed through a series of tests

of memory, spelling, vision, and reading skills. Dyslexia is separate from reading difficulties

caused by hearing or vision problems or by insufficient teachings.

Treatment involves adjusting teaching methods to meet the person's needs. While not curing the

underlying problem, it may decrease the degree of symptoms. Treatments targeting vision are not

effective. Dyslexia is the most common learning disability and occurs in all areas of the world. It

affects 3–7% of the population; however, up to 20% may have some degree of symptoms. While

dyslexia is more often diagnosed in men, it has been suggested that it affects men and women

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equally. Some believe that dyslexia should be best considered as a different way of learning,

with both benefits and downsides.

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 CAUSES OF DYSLEXIA

Specialist doctors and researchers are not sure what causes a person to develop dyslexia.

Some evidence points to the possibility that the condition is inherited, as dyslexia often runs in

families.

Genetic causes of dyslexia

A team at the Yale School of Medicine found that defects in a gene, known as DCDC2, were

associated with problems in reading performance.

Acquired dyslexia

A small minority of people with dyslexia acquired the condition after they were born. The most

common causes of acquired dyslexia are brain injuries, stroke, or some other type of trauma.

Phonological processing

Humans have the ability to understand spoken language; it is something the brain acquires easily

and naturally from a very early age. That is why during very early childhood (3 years) we can

utter and understand relatively complicated sentences.

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This natural ability to acquire language explains why, when we listen to verbal communication,

we do not consciously register that words are made up of individual sounds, we only hear the

word itself. The smallest units of sound that make up a word are called phonemes.

For example, when we hear the word "Kangaroo," we hear it as a whole, seamless utterance. We

do not need to break it down into the phonemes - "kan" "ga" "roo," then put them together again

in order to make sense of it.

This is the case only when we learn to speak and hear speech, not when we are learning to read

and write. When we learn how to read or write, we need to be able to initially recognize the

letters that make up a word and then use them to identify the phonemes, and put them together to

make sense of the word - this is called phonological processing.

Experts say that people with dyslexia have problems with phonological processing.

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 SYMPTOMS OF DYSLEXIA

Signs of dyslexia vary depending on age. If your child has one or two of the signs, it does not

mean that he or she has dyslexia, but having several of the signs listed below may mean that your

child should be tested.

Preschool
A preschool-age child may:

 Talk later than most children.

 Have more difficulty than other children pronouncing words. For example, the child may

read aloud "mawn lower" instead of "lawn mower."

 Be slow to add new vocabulary words and be unable to recall the right word.

 Have trouble learning the alphabet, numbers, days of the week, colors, shapes, how to

spell, and how to write his or her name.

 Have difficulty reciting common nursery rhymes or rhyming words. For example, the

child may not be able to think of words that rhyme with the word "boy," such as "joy" or

"toy."

 Be slow to develop fine motor skills. For example, your child may take longer than others

of the same age to learn how to hold a pencil in the writing position, use buttons and

zippers, and brush his or her teeth.

 Have difficulty separating sounds in words and blending sounds to make words.

Kindergarten through grade 4

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Children in kindergarten through fourth grade may:

 Have difficulty reading single words that are not surrounded by other words.

 Be slow to learn the connection between letters and sounds.

 Confuse small words such as "at" and "to," or "does" and "goes."

 Make consistent reading and spelling errors, including:

o Letter reversals such as "d" for "b."

o Word reversals such as "tip" for "pit."

o Inversions such as "m" and "w" and "u" and "n."

o Transpositions such as "felt" and "left."

o Substitutions such as "house" and "home.

Grades 5 through 8

Children in fifth through eighth grade may:

 Read at a lower level than expected.

 Reverse letter sequence such as "soiled" for "solid," "left" for "felt."

 Be slow to recognize and learn prefixes, suffixes, root words, and other reading and

spelling strategies.

 Have difficulty spelling, and he or she may spell the same word differently on the same

page.

 Avoid reading aloud.

 Have trouble with word problems in math.

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  Write with difficulty or have illegible handwriting. His or her pencil grip may be

awkward, fistlike, or tight.

 Avoid writing.

 Have slow or poor recall of facts.

High school and college

Students in high school and college may:

 Read very slowly with many inaccuracies.

 Continue to spell incorrectly, or frequently spell the same word differently in a single

piece of writing.

 Avoid tests that require reading and writing, and procrastinate on reading and writing

tasks.

 Have trouble preparing summaries and outlines for classes.

 Work intensely on reading and writing tasks.

 Have poor memory skills and complete assigned work more slowly than expected.

 Have an inadequate vocabulary and be unable to store much information from reading.

Adults

Adults with dyslexia may:

 Hide reading problems.

 Spell poorly or rely on others to spell for them.

 Avoid writing or not be able to write at all.

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 Be very competent in oral language.

 Rely on memory rather than on reading information.

 Have good "people" skills and be very good at "reading" people (intuitive).

 Have spatial thinking skills. Examples of professionals who need spatial thinking abilities

include engineers, architects, designers, artists and craftspeople, mathematicians,

physicists, physicians (especially orthopedists, surgeons), and dentists.

 Often work in a job that is well below their intellectual capacities.

 Have difficulty with planning and organization.

 Be entrepreneurs, although lowered reading skills may result in difficulty maintaining a

successful business.

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 FAMOUS PERSONALITIES DIAGNOSED WITH

DYSLEXIA

Whoopi Goldberg

Long ago, before Whoopi Goldberg was diagnosed with dyslexia and before she knew how

common this learning issue is, kids in school called her “dumb.” But her mother told her not to

listen to them. Her mom told her she could be anything she wanted to be. Goldberg believed her

and grew up to become a comedian and talk-show host—and one of only about a dozen people to

have won a Grammy, an Academy Award, an Emmy and a Tony Award.

Steven Spielberg

Legendary film director Steven Spielberg wasn’t diagnosed with dyslexia until he was in his 60s.

School administrators thought he was lazy. He was bullied by classmates, and his troubles in

school played a part in his career. Not only did making movies give him a place to channel his

energies, but feeling like an outsider helped him cowrite The Goonies, a hit movie about a quirky

group of friends who didn’t quite fit in at school. He said finding out as an adult that he

has dyslexia was like “the last puzzle piece to a great mystery that I’ve kept to myself.”

Tim Tebow

Former NFL quarterback Tim Tebow has dyslexia. His father and brother do, too. Learning

issues can run in families. He was diagnosed in elementary school and found ways to work

around his reading difficulties. “It has to do with finding out how you learn,” he said. “I’m not

somebody that opens a playbook and just turns and reads and reads. So I just made flashcards, I
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take each one, and then boom, when I’m traveling, I just flip through it. That really helped me.

Writing it down, flipping through and quizzing myself, that was a great way for me to do it.”

Henry Winkler

Henry Winkler is an actor, director and author who has dyslexia. On Happy Days, he played the

Fonz, a role so iconic his character’s jacket now hangs in the Smithsonian. But a new generation

of fans may know him better for coauthoring the best-selling Hank Zipzer children’s series. Like

Winkler, Hank struggles with learning issues but doesn’t let them get in the way of his dreams.

Winkler also visits schools to talk about learning issues. To honor his educational work, the

Queen of England appointed him an honorary Order of the British Empire in 2011.

Anderson Cooper

CNN news anchor Anderson Cooper hasn’t let dyslexia stand in the way of his success. He also

won’t allow his reading issues to stand in the way of his love for books and literature. His own

book, Dispatches from the Edge: A Memoir of War, Disasters, and Survival, was on the New

York Times best-seller list.

Keira Knightley

After Keira Knightley was diagnosed with dyslexia at age 6, she used her love of acting to help

motivate her to read. Knightley struck a deal with her parents that if she worked on her reading

every day, they would agree to hire her an agent.The Pirates of the Caribbean star made good on

her half of the bargain, using movie scripts to practice reading. She went on to become one of

Hollywood’s highest-earning actresses.

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Cher

Cher is an Academy Award‒winning actress and Grammy-winning singer. But she struggled in

school with undiagnosed learning issues. “I couldn’t read quickly enough to get all my

homework done and for me, math was like trying to understand Sanskrit,” she wrote in her

autobiography The First Time. “The only way I learned was by listening to the teachers in my

classroom.” She didn’t find out about her dyslexia until years later when she took her child to get

evaluated for learning and attention issues.

Jamie Oliver

Celebrity chef Jamie Oliver has built an empire with his best-selling cookbooks, prime-time TV

shows, restaurants and cookware. He also has dyslexia and said he didn’t finish reading his first

book until he was 38. “I get bored easily,” he said. But the sci-fi sequel to The Hunger

Games managed to keep him engaged. “I read Catching Fire. I loved disappearing into a story.”

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 TEACHING A DYSLEXIC CHILD

MODIFYING YOUR TEACHING METHODS

1. Utilize the Multi-sensory Structured Language (MSL)

approach. While this method is the gold standard for teaching children with dyslexia,

it is beneficial for all children. MSL teaches phonemic awareness, phonics,

comprehension, vocabulary, accuracy and fluency, and writing and spelling. Students are

encouraged to use all of their senses (touch, sight, movement, and sound) as part of the

learning process.

 Phonemic awareness is the ability to hear, recognize, and use the individual sounds in a word. A

child that can identify that the words pat'', park, and "pump" all start with the same sound would

be demonstrating phonemic awareness.

 Phonics is the relationship between letters and sounds. Knowing what sound the letter "B" makes

or that "ph" makes the same sound as the letter "f" is an example of phonics.

 You can receive MSL training and certification. The International Dyslexia Association and the

Institute for Multi-sensory Education provide information about training and certification

requirements.

 Visual cues help individuals with dyslexia to understand written material. Use color on the

blackboard or marker board. Write decimals in math problems in a different color. Grade in a

color other than red, as red carries a universally negative connotation.

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 Write note cards. This provides something tangible for students to look at while also giving them

something to hold. Having them read the note card out loud also engages their motor and

auditory skills.

 Make sand trays. Sand trays are simply tray-like containers that contain sand (or beans or

shaving cream). Students can use these to spell words or draw pictures in the sand. This engages

their sense of touch.

 Incorporate fun activities into their learning time. Games and other creative activities get the

dyslexic child more involved in the learning process. This makes learning more fun and

rewarding, as it gives them a sense of accomplishment.

 You can use music, songs, and chants to help students learn and remember rules.

2. Be direct and explicit when teaching. Explicit teaching includes

describing and modeling the skill, breaking down the skill into steps, providing clear

instructions and feedback throughout the process, providing examples and

demonstrations, clearly stating the purpose and reasoning behind the skill., and presenting

the information in a logical order. This process is done until students master the skill.

 You should not assume that student has any previous knowledge or understanding of the

concept.

 If you are using explicit teaching to teach a child about the letter "s," you would begin by clearly

stating what he or she will be learning that day. You would then demonstrate the sound that the

letter "s" makes and have them repeat it back to you. You would then model different words that

begin with "s," and have them repeat the words out loud. You may also use songs, chants, or

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 pictures of things that begin with the letter "s." You could ask them to think of some words that

start with the letter "s." You would provide constructive feedback throughout the lesson as well.

3. Repeat yourself often. Since dyslexic children may struggle with short-term

memory, it is challenging for them to remember what you say. Repeat instructions, key

words, and concepts so students are more likely to remember what you say, at least long

enough to write it down.

 When building on new skills, continue to incorporate previously learned information. Repetition

will help reinforce older skills and create a connection between concepts.

4. Use diagnostic teaching. You should continually assess how well a student

understands what is being taught. If something is not clear, the skill should be retaught.

This is an ongoing process. Students with dyslexia often require more time and more

intense instruction to learn a concept.

 If you wanted to teach children phonemic awareness, you might start by giving them some words

and asking them to identify all the sounds in the words. You would note the strengths and

weaknesses and then develop your lesson and teaching strategy based on the assessment. As you

are teaching, you would provide correction and feedback by asking the child questions and

noting any progress. You may also conduct small quiz at the end of each day to monitor

progress. When you feel the child has learned the skill, you would give them the original

assessment and compare the results. If the child has mastered the skill, you would move on to

something more difficult. If the child did not master the skill, you would continue to teach the

skill.

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 5. Use time wisely. Dyslexic children often struggle with focusing. Other things may

distract them, or they may have a hard time listening to a long lecture or watching a

lengthy video. Dyslexic children may also struggle with short-term memory, making it

difficult for them to take notes or understand simple instructions.

 Take your time. Do not rush through a class lecture. Give students time to copy anything written

on the board. Make sure dyslexic students understand you before moving on to another section.

 Incorporate short breaks regularly. A dyslexic child often struggles to sit for long periods of

time. Take short breaks throughout the day to divide long lectures. You can also move from

activity to activity. For example, lecture, game, back to lecture, followed by a learning activity.

 Use appropriate time limits. It takes dyslexic children longer to complete assignments other

students may have no problem completing. Allow dyslexic students more time to take exams and

quizzes and to complete homework so they do not feel rushed.

6. Stick to a daily routine. Schedules help dyslexic children know what to expect

and what is coming up next. If possible, post your routine, using both words and images,

on a classroom wall for students to refer to.

 Your daily routine should also include a daily review of previous information. This well help the

students connect previous lessons to the lesson you are currently teaching.

7. Utilize other resources. Do not feel like you are the only teacher for a dyslexic

student. There are several resources available to help dyslexic children learn. Seek out

other teachers, dyslexia specialists, or tutors who have experience working with dyslexic

students.

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 You should also ask the child and the parents about preferences, learning styles, and the

strengths and weaknesses of the student.

 Encourage peer tutoring. Peer resources and social support are probably one of the strongest

resources you can offer. Students can read aloud to each other, review notes, or conduct lab

experiments together.

 Different forms of technology are a great way to enhance learning. Games, word processors,

voice activated software, and digital voice recording can all be very useful for a child with

dyslexia.

8. Consider developing an Individual Education Plan (IEP). An IEP

is a comprehensive plan that identifies the educational needs of the child, provides

specific recommendations, and defines specific curriculum adjustments. The IEP is a

collaborative document to ensure that the school supports the needs of the student. This

document will also make sure parents, teachers, counselors, and the school are on the

same page.

 The IEP process is long and complex, but it is worth it. If you are a parent, you should talk to

someone at your child’s school about starting the process. If you are a teacher, let the parents

know that you think an IEP would be helpful.

9. Be aware of the child’s self-esteem and emotions. Many children with

dyslexia struggle with low self-esteem. They often feel that they are not as smart as other

students, or they are perceived as being lazy or problem students. Try to be as

encouraging as possible and highlight the strengths the student has as well.

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 IMPROVING THE CLASSROOM ENVIORNMENT

1. Have the student sit close to the teacher. Placing the student near the

teacher will help eliminate any distractions and allow the child to focus on their work.

Sitting next to extremely talkative children or a noisy hallway may make it more difficult

for them to concentrate.This will also make it easier for the teacher to provide extra

instruction of necessary.

2. Allow the use of recording devices. Tape recorders can help students

overcome reading difficulties. The student can replay instructions and concepts for

clarification or reinforcement. If recordings are made available before class, the student

can read along as he or she listens to the tape.

3. Provide handouts. Again, since dyslexic children struggle with short-term

memory, providing them with some sort of outline as you are lecturing is helpful,

especially following long lectures. This well help the child follow along with the lesson,

take better notes, and know what to expect. .

 Use visual cues, such as asterisks and bullets, to highlight important directives or information.

 Write homework instructions directly on the assignment so the child knows what is expected. It

is also beneficial to allow use of reference guides such as alphabet and numbers

4. Use different test taking formats. Because children with dyslexia learn

differently, the usual test taking formats may not allow them to demonstrate what they

have learned. Children may benefit from oral testing or untimed tests.

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 During an oral test, the test questions are read to the student and the student answers the

questions orally. The test questions can be pre-recorded or read at the time of the test. The

student’s answers could also be recorded for easier grading.

 Students with dyslexia often have trouble working under pressure and take longer to read

questions. Allowing the student ample time to take a test will ensure that student has time to

understand the questions, think, and write down an answer.

 Seeing all of the test questions at once can be overwhelming. Only allowing the student view one

test question at a time will help them focus.

5. Decrease the amount of copying. Students with dyslexia need more time to

copy information from the board, take notes from lectures, and write instructions for

assignments. Teachers can provide lecture notes and written instructions for assignments

so the student can focus on the actual information. Teachers may also assign another

student to take notes or allow a good note taker to share their notes with the student.

6. Do not focus on the quality of handwriting. Some children with

dyslexia may struggle with handwriting because of the fine motor skills it requires. You

can change the response format of the question to multiple choice, underlining, or some

other form of marking to make it easier for them to answer. Students could also be given

extra space to write answers. Emphasis should be placed on the content that the student

provides versus how the information looks or is presented.

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 7. Model organizational structures. Help individuals with dyslexia to develop

organizational skills that will benefit them for the rest of their lives. Organization could

involve using different folders and dividers to keep track of homework, assignments, and

tests. Model these in your classroom, but also encourage them to apply them at home.

 Students should also be encouraged to use personal assignment planners and calendars to keep

track of due dates for assignments, test dates, and other activities they may be involved in. Have

them write daily assignments in their assignment book. Check the assignment book before the

students leave school to make sure they understand the direction.

8. Modify homework assignments. A one hour assignment for a typical child

may take 3 hours for a dyslexic child to complete. This can make the child anxious,

stressed, and place an unnecessary burden on them. Instead having the student complete

questions 1-20, have the student only answer the odd or even numbered

questions. Teachers can also set a time limit for homework each night or only have the

student focus on key concepts.

 Instead of presenting homework assignments through writing, students may be allowed to

present information orally, visually, or other ways that they communicate best.

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 TREATMENT

Treatment for dyslexia consists of using educational tools to enhance the ability to read.

Medicines and counseling usually aren't used to treat dyslexia. An important part of treatment is

educating yourself about the condition. The earlier dyslexia is recognized and addressed, the

better. Starting treatment when a child is young can improve reading and may even prevent

reading problems in the first years of school.2 But reading will likely not ever be easy for a

person with dyslexia.

When a child age 3 years or older has been diagnosed with dyslexia, federal law requires that

public school personnel create an individualized education plan (IEP) that's tailored to the child's

needs. The first step in developing the IEP is talking with your child's school to create a

treatment team made up of you, the teacher, and other school personnel, including school

counselors and special education teachers.

Your child's personalized IEP will detail specific disabilities, appropriate teaching methods, and

goals and objectives for the academic year. It is evaluated at least once a year, with changes

made based on your child's progress. Parents have the right to appeal if they don't agree with

their child's IEP. Preparing children for further education, employment, and independent living is

also required by law. This should start no later than age 16.

If you seek special education assistance for your child, it's handy to keep copies of:

 Your child's school records and health history.

 Test results.

 State and federal special education laws.

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  Phone numbers of agencies that can help, such as learning abilities Association of

America.

According to a comprehensive U.S. government study on how children learn to read, a

combination of educational methods is the most effective way to teach children to read. These

methods include teaching phonics-making sure that the beginning reader understands how letters

are linked to sounds (phonemes) to form words. Guided oral reading, in which the student reads

aloud with guidance and feedback, is also important for developing reading fluency. The child

must clearly understand the instructions being given, and the instructions must be repeatable or

systematic in order to improve the child's reading abilities.

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 BIBLIOGRAPHY
i. Reid, G. (2009). Dyslexia: A Practitioners Handbook (4th edition).

ii. Reid, G. (2007). Dyslexia (2nd edition).

iii. Fletcher, J.M.. (2011 April 19). Dyslexia evolution of a scientific concept. Retrived from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3079378/

iv. Casalis, S..(2004). The Concept of Dyslexia. Retrived from

http://link.springer.com/chapter/10.1007%2F978-94-017-1731-1_15

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