Researchers and teachers may notice learning impairments in children at any stage of their development, with dyslexia being one of the most common varieties. As per the Australian Federation of Disability Organisations (AFDO), one out of every ten Aussies, or 10% of the community, has been labelled with dyslexia. As a result, every instructor has encountered at least one student in their classes who have dyslexia of some form. If such children are recognised, it is their responsibility to identify and support them, utilising appropriate teaching approaches such as the Orton Gillingham method. Supervisors and educators can assist students overcome their reading issues while also increasing their psychological and overall well-being in this manner.

Despite extensive research and awareness campaigns, misconceptions and misunderstandings about dyslexia and other learning impairments persist in society despite being disproven. The truth behind these myths is investigated in this article.

Children who interpret words and letters reversed have dyslexia as per definition

Dyslexia is not usually indicated by a person’s reading and writing skills. It’s not unusual for young toddlers to misread letters and scribble in the other way. It is common for children up to the second grade to confuse the letters d and b or to write q rather than p. Some people who struggle with learning disabilities write backwards, whereas others do not. As a result, it plays no substantial role in the progression of dyslexia. However, if the reversal persists into the second grade, guardians should seek expert assistance before making any conclusions.

The initial signs of reading difficulty may appear only after the first few years of education

Longitudinal studies imply that early markers in children with dyslexia are a substantial predictor of impairment. Word recognition issues, oral comprehension issues, expressive vocabulary issues, rapid automatic naming issues, phonological awareness issues, and word repetition issues are some of the most important reading success and failure factors. If nothing is done to assist them, such children may fail to reach the average reading level in elementary school. As a result, it is vital to intervene as soon as possible.

Children with dyslexia have slow learning abilities

Children with dyslexia have an intermediate to above-average intelligence, according to the International Dyslexia Association. It’s conceivable, though, that they can’t read at a level that matches their intellect. Dyslexia affects many bright people who are achieving success in their fields. According to studies, a child’s brain works five times harder than other children. Individuals may become tired and frustrated due to this circumstance and may abandon the activities before they even begin. However, it does not influence their willingness or ability to engage in physical activity and participate in activities.

Dyslexic children will never be capable of learning to read

Dyslexic children and adults can and do learn to read. However, the challenge is in the amount of reading that must be done. They’ll continue to be manual readers who put a lot of time and effort into the task. The majority of youngsters with dyslexia and the challenges that come with it may never outgrow it. People can gain the cognitive processing abilities needed to manage their learning disabilities with the right training and support, such as the Orton Gillingham technique. Early and continuous support will help them regain their ability to read, begin writing, and spell words.

Reading may be made a little easier with a little more effort

When teaching dyslexic children to read, it is the technique that has to be modified, not the effort. Studies have demonstrated that children with dyslexia have different personalities than children who do not have dyslexia. Reading, on the other hand, may assist kids in enhancing their reading abilities by progressively altering brain connections over time. People with dyslexia are frequently advised that they need to put in more effort, but in reality, they require special education and practice to acquire and sustain long-term reading habits.

By John

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