Long term outcomes for children with learning

Running head: PSYCHOLOGY
Long-term outcomes for children with learning difficulties
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Introduction
The topic for discussion is examining the long-term outcomes for children with
complex reading difficulties. Research show reading difficulty is a prevalent Australian
problem. Dyslexia affects 10 percent of the Australians and with inclusion of the undiagnosed
cases; the figure is likely to increase, with 30 percent of Australians most likely to face
reading challenges (Kamil et al, 2016). This will be a review on the literature of “Helping
people with dyslexia: a national action agenda” and examining the topic from various
perspectives mainly health psychology, neuropsychology, social psychology and
developmental psychology sub disciplines (Bond, 2010).
Academic outcome
Reading difficulty refers to the inability to read even after possessing required
education, intellect and motivation. These cases often goes undiagnosed, as the signs show
when the child has entered a school setting. Dyslexic children have problem in word
recognition, spelling and understanding, this effects their academic output considerably.
According to, Shaywitz multiple pathway model, there are several pathways in the brain
which determine the reading process, dyslexic children often rely on the slowest pathway to
read. Studies show that the occipital- temporal lobe that is responsible quick understanding of
word forms is inactive in them instead, Broca’s area and parietal temporal lobe is the most
chosen pathway (Gori, 2016). Cognitive development starts early in children where they are
able to analyse and process information surrounding them. Since, dyslexic children are
phonologically deficit; it is a challenge to recognise similar sounding words and patterns
(Patterson, Marshall, & Coltheart, 2017). Dyslexia is a neurological issue that maybe
inherited genetically or through physical trauma (Holttum, 2016). Children faced with such

disability often find themselves in isolation and can cause them social anxiety, depression and
other mental health issues (Nelson & Liebel, 2018).
In reference to the literature, National Inquiry into the Teaching of Literacy (NITL)
shows low importance given to reading in curriculum, low confidence in teaching ability,
improper experiences (Hardy, 2018). These factors contribute immensely to the children
afflicted by reading disorders. The research paper shows there is misinterpretation of the
issue itself. Some children were not dyslexic but had problem in understanding the instruction
method were grouped with the same. Change in the process mediated the problem; however,
dyslexic children need better awareness and right intervention skills to change their academic
output (Caskey, Innes & Lovell 2018). The chosen literature is limited in providing
information, on various psychological aspects of the problem. Recent studies show that there
is a direct correlation between self-esteem of a child and their achievement in school; this
automatically effects the overall development of a child (Carawan, Nalavany & Jenkins,
2016).
Employment outcomes
Social psychologists point, lack of self-esteem, social isolation, depression and
developing social anxiety is common in children with such disability. Slow learning leads to,
increase in school dropout, juvenile delinquency in this demography (Macdonald, 2015).
These issues further reduce the chance of getting a job. Dyslexia does not have any physical
implication it is a more of neurological disorder as mentioned earlier. Recent studies debates
if dyslexia is neurodevelopment disorder (Peterson & Pennington, 2015). The chosen
literature provides useful information on social and economic impact of people suffering
from reading disorders but fails to provide information on the recent changes in the system.
New employment sectors now focus on adequate management skills to employ a person with

a reading disability, which uses voice notes, simplistic art forms to disseminate instruction to
such employees (Kirby & Gibbon, 2018).
Independence and quality of life
Early diagnosis is the most important factor that can solve most of the problem. A
child suffering from these disorders can lead a productive and independent life, from the
various psychological studies, signifies they have no other anomalies that might affect their
lives otherwise. Parents must undergo family counselling to understand the extent and
condition of their child’s issue, which can help to improve the cognitive, health and social
development; which the chosen literature does not imply (Diakogiorgi & Tsiligirian, 2016).
It does not have any recent studies that point to the current outcome of the problem.
Australian government has worked significantly in this regard through agencies such as
Wesley Mission, which counsels children and their parents with such disabilities (Price &
Payne,2018).
Conclusion
In reference to the chosen paper, it is important to recognise the reading issues
amongst children and address them skilfully by practicing evidence based teaching,
awareness and training of teachers. These are the few recommendations as mentioned in the
paper that can influence immensely on the quality of life of such individual (Bond, 2010).
However, research that is more recent is required to find better method to diagnose the
complexes and treat them accordingly, to avoid negative outcomes.

Reference
Bond, J., Coltheart, M., Weeks, A., Connell, T., Firth, N., & Hardy, M. et al. (2010). Helping
people with dyslexia: a national action agenda. Retrieved 27 August 2019, from
https://pdfs.semanticscholar.org/8c08/bf0de82422290f70f857222da8c71305a414.pdf
Carawan, L. W., Nalavany, B. A., & Jenkins, C. (2016). Emotional experience with dyslexia
and self-esteem: the protective role of perceived family support in late
adulthood. Aging & mental health, 20(3), 284-294.
Caskey, J., Innes, P., & Lovell, G. P. (2018). Making a Difference: Dyslexia and Social
Identity in Educational Contexts. Support For Learning, 33(1), 73-88.
Diakogiorgi, K., & Tsiligirian, E. (2016). Parents’ and school career counsellors’ evaluations
of the occupational competence of children with dyslexia.
Gori, S., Seitz, A. R., Ronconi, L., Franceschini, S., & Facoetti, A. (2016). Multiple causal
links between magnocellular–dorsal pathway deficit and developmental
dyslexia. Cerebral Cortex, 26(11), 4356-4369.
Hardy, I. (2018). Practice Theory and Policy: Redesigning ‘Quality’Teacher Education in
Australia. In Education in an Era of Schooling (pp. 197-212). Springer, Singapore.
Holttum, S. (2016). Dyslexia: is it genetic and what does this mean for social
inclusion?. Mental Health and Social Inclusion, 20(4), 202-207.
Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (2016). Handbook of reading
research, Volume III. Routledge.
Kirby, A., & Gibbon, H. (2018). Dyslexia and Employment. Perspectives on Language and
Literacy, 44(1), 27-31.