A Comprehensive Report on Dyslexia: Symptoms, Causes, and its Impact

This report provides an overview of dyslexia, a learning disorder that affects reading and writing abilities in children. It details the causes of dyslexia, including potential genetic factors and impacts on phoneme processing. Key symptoms such as difficulty in learning new words, problems with word formation, and challenges in understanding spoken language are discussed. The report also highlights the impact of dyslexia on social interactions and academic performance, as well as the potential effects of prenatal risk factors on brain development. References to relevant research are included, offering a comprehensive understanding of dyslexia and its implications. Desklib provides similar solved assignments for students.

DYSLEXIA

WHAT IS DYSLEXIA?
 Dyslexia is a learning disorder that creates
difficulties for infant and children in reading
and writing due to problems identified in
learning and speech sounds(Rietz,
Hasselhorn & Labuhn, 2012).
 It is also known as reading disability, it
affects a certain part of the brain that helps
in processing languages.
 It makes difficult for them to relate words and
letters.
 The people who suffer from dyslexia have
normal intelligence and also normal vision.

CAUSE OF DYSLEXIA
 The cause of dyslexia is considered to be
damage to the ability of the brain that helps
in processing phonemes.
 It has been found by the researchers that
genes might contribute to the symptoms and
signs of dyslexia(Ruttle, 2013).
 Most of the research focuses on the
hereditary factors, in primary dyslexia.
 It is not because of brain damage, mental
retardation, or lack of intelligence.

SIGN AND SYMPTOMS
 Learning new words slowly.
 Facing problem in forming words correctly
like, confusing words or reversing sounds in a
word.
 The problem is finding the right word and in
formatting answer to the question.
 Difficulties in understanding and processing
what he or she hears.
 Having difficulty in naming and remembering
letters, colors, and numbers(Wery &
Diliberto, 2016).

IMPACT OF DYSLEXIA
 Finding difficulty in words that they want to
say, especially when kids feel strongly about
the topic need to respond quickly.
 Kinds might have a problem in picking up their
body language, facial expression, and other
social cues.
 Kids often feel shy in texting because they face
problems in understanding the abbreviations.
 Dyslexia can make it hard to recall specific
words or details. It might lead to confusion
about what friends said(Schäffler, Sonntag,
Hartnegg & Fischer, 2004).

IMPACT OF DYSLEXIA ON FATAL
DEVELOPMENT
 Risk factors are drug and alcohol, maternal
diseases, maternal malnutrition, and unfavorable
events at the time of the perinatal period affects
normal growth of the brain and lead to dysfunction.
 The most frequently risk factor is preterm birth
that can lead to children’s reading disability.
 Prenatal nicotine exposure is also connected with
the poor performance of kids with specific reading
ability result, mainly in translating a single word.
 Smoking during pregnancy interacts with the
candidate of dyslexia gene and cause reading
disability, spelling and memory phenotypes
(Schaars, Segers & Verhoeven, 2017).

REFERENCES
 Rietz, C., Hasselhorn, M., & Labuhn, A. (2012). Are Externalizing
and Internalizing Difficulties of Young Children with Spelling
Impairment Related to their ADHD Symptoms?. Dyslexia, 18(3),
174-185. doi: 10.1002/dys.1442
 Ruttle, K. (2013). Dyslexia (3rd ed.). Cambridge: Learning
Development Aids.
 Schäffler, T., Sonntag, J., Hartnegg, K., & Fischer, B. (2004). The
effect of practice on low-level auditory discrimination,
phonological skills, and spelling in dyslexia. Dyslexia, 10(2), 119-
130. doi: 10.1002/dys.267
 Wery, J., & Diliberto, J. (2016). The effect of a specialized dyslexia
font, OpenDyslexic, on reading rate and accuracy. Annals Of
Dyslexia, 67(2), 114-127. doi: 10.1007/s11881-016-0127-1
 Schaars, M., Segers, E., & Verhoeven, L. (2017). Word Decoding
Development during Phonics Instruction in Children at Risk for
Dyslexia. Dyslexia, 23(2), 141-160. doi: 10.1002/dys.1556