Understanding Dyslexia: Challenges and Strengths

Running Head: DYSLEXIA 1
Dyslexia
Name
Institution

DYSLEXIA 2
Introduction
Dyslexia is a condition that involves difficulty in learning to read and interpret words, but
it does not generally affect the general intelligence or intelligent quotient of an individual. Alex
is a young boy aged 11 years and 7 months and in his final year of primary schooling. When he
was young, and his parents noted his difficulties, Alex was enrolled in a program which was to
help him improve his speech development. He was dismissed from the program after six months
on an account that his articulation has generally improved (Joram, 2018). Though Alex has a
better understanding and excellent problem-solving skills, he experiences difficulties in
pronunciation of words and he experiences difficulty in getting the right word to use when
engaged in conversations.
Learning difficulties
Difficulty in finding the right word to use when engaged in a conversation is a common
challenge amongst individuals with dyslexia (Syam, 2018). Alex is in his final year of primary
schooling and he experiences this challenge. It is reported that he randomly picks any words and
inappropriately uses them when engaged in talks. This happens because of the lack of a concrete
comprehension of the meaning of words. To a greater extent, sentence construction is a challenge
to him since he is not in a position to comprehend simple words.
When under pressure, Alex is reported to stutter and stammer. This happens in dyslexia
individuals because communication is encoded in pictures in the brain. Since dyslexic
individuals tend to lack a comprehension of the pictures, they end up losing speech ability when
they are under pressure. This makes it difficult for them to speak out their feelings, thoughts and

DYSLEXIA 3
ideas on given topics of discussion (Identifying dyslexia with confirmatory latent profile analysis
2019). This further affects their personality since most of the dyslexic individuals who get to
know their disability will become introverted and avoid all sorts of communication.
Alex's parents report resentfulness and being sulky. He appears angry most of the time
and unpleasant to people. These habits displayed by Alex characterize hyperactivity. In school,
he is reported to dodge his reading turn by either going out of the class or turning the whole
reading process into a laughing session in the classroom. He is also reported that he avoids
reading by lying down on the ground and uncontrollably laughing when he is asked to read. He
displays a lot of energy in engaging in joking activities and distracting others as well. At home,
he usually finds an excuse to avoid reading when his mother tries to engage him. He completely
has no interest in books since he generally has the difficulty of reading the texts. He breaks his
pen and pencil to avoid undertaking any schoolwork activities, but when texts are read to him, he
appears to comprehend more than when he is asked to read alone.
Low self-esteem is a great challenge that Alex is experiencing. This is evident in the
numerous and frequent questions he asks his mother concerning his inability to read and the
reason he is differently placed in reading groups while his peers are in other groups (Keyan,
2017). Mispronunciation of words, misreading and omission or substitution of words contributes
to Alex doubting his capabilities and frequently viewing the self as unable, weak and stupid. His
behavior of excusing himself when it is his turn to read is an expression of trying to avoid
embarrassment as a result of his inability to read words and sentences. The self-esteem issues
result in him breaking his pencil or pen when he is given work to do. This is because his letters
and are poorly shaped his writings wobbly and most often his letters are mere scribbles on paper

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like those of an infant. He tries to maintain his esteem by totally avoiding reading, and in cases
where he is fixed, he tumbles to the ground laugh and makes fun an aspect that makes the teacher
to send him out of the classroom to ensure he does not waste other student’s time. He labors in
reading to no avail since he can correctly read a word in a sentence then wrongly read it in the
sentences that follow. This affects his self-esteem and worth thus he results to behaving
otherwise. Of late he has been reported to be self-effacing, has given up trying some of the things
he used to and has developed an attitude that he can’t make it (Stagg, Eaton & Sjoblom, 2018).
He has also developed a personal negative slogan that the efforts he puts on issues to do with his
education are not worth it.
Strengths and Interests
The comprehension ability of Alex is better when compared with other students with
dyslexia. This is because when at peace and without pressure, he can read short passages silently
and answer questions based on the clues provided such as pictures, filling gaps in between words
and following simple guidelines such as arrows showing the opposite word, meaning or
synonym. His comprehension is reported to be much better when short passages are read to him
since, at these instances, he can fully understand the concepts and also able to answer questions.
He is also able to retain much of the details when a recorded text is given to him to listen or
when texts a re-read to him while listening (Goldstein & Obrzut, 2011). Decoding texts is the
only main challenge that affects Alex's comprehension otherwise as per the reports he is better
off.