By: Saidna Zulfikar Bin Tahir STATE UNIVERSITY OF MAKASSAR 2010 Chapter I How Dyslexic Teenagers Cope at School By: Saidna Zulfikar Bin Tahir STATE UNIVERSITY OF MAKASSAR 2010

Contents 1 2 3 4 5 6 What is dyslexia? What causes dyslexia? What are the kinds and symptoms of dyslexia? 4 What type of treatment is available for dyslexia? 5 How Dyslexics Cope at School? 6 How to Help Children With Reversals?

Federation of Neurology (1968) What Is Dyslexia? Federation of Neurology (1968) Orton (1937) Miles (1994) Dyslexia is a widespread condition, with an estimated frequency of one dyslexic child in each mainstream school classroom. Dyslexia is a negative disorder that affects many life skills (reading, writing, arithmetic) as well as balance and co-ordination. Noted the main aspects of developmental dyslexia as pronounced reversals (b/d, p/q, on/no and was/saw), orientation Difficulties / strong left-handedness and conflicting lateral preference. A disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and socio-cultural opportunity.

Secondary/Developmental dyslexia What causes dyslexia? Occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. Trauma dyslexia This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Primary dyslexia Secondary/Developmental dyslexia Felt to be caused by hormonal development during the early stages of fetal development.

What are the kinds and symptoms of dyslexia? Dyslexia may affect several different functions Visual dyslexia Auditory dyslexia Dysgraphia Characterized by number and letter reversals and the inability to write symbols in the correct sequence. Refers to the child's difficulty holding and controlling a pencil so that the correct markings can be made on the paper. Involves difficulty with sounds of letters or groups of letters.

What type of treatment is available for dyslexia? Evaluation Before any treatment is started, an evaluation must be done to determine the child's specific area of disability. Appropriate Treatment An appropriate treatment plan will focus on strengthening the child's weaknesses while utilizing the strengths. Direct Approach A direct approach may include a systematic study of phonics Specific reading approaches Specific reading approaches that require a child to hear, see, say, and do something (multisensory). Perhaps the most important aspect of any treatment plan is attitude. The child will be influenced by the attitudes of the adults around him.

How Dyslexics Cope at School? 3. Scott (2004), Avoidance strategies deflect attention from low academic ability and under performance and teachers see these avoidance strategies very differently, with perceptions such as laziness and lack of parental support. 1. Coopersmith (1967) found that successful dyslexic teenagers were active, expressive individuals Task Avoidance Coping 2. Trying hard or asking for help and not receiving any, can cause children enormous frustration (Edwards, 1994). Emotional In the study of coping, Endler & Parker (1999) suggests that three areas (Task, Emotion & Avoidance) should be investigated, as each play a part in coping methodology.

How to Help Children With Reversals? Children who have problems with reversals usually also have problems with left-right directionality. Below are some exercises that have been found to help improve directionality and reduce reversals. Dyslexia Symptom Confuses letter pairs as b-d, m-w, p-q. Confuses words such as was-saw, on-no. Spatial confusion - unable to differentiate left-right, on self, other, or paper. Remediation Simplify tasks so only one new discrimination is made at a time. Make each simple discrimination automatic before the next one is introduced. Overteach 'b", then overteach 'd", before presenting both together. Each discrimination that causes repeated errors should be worked with by itself until the problem is overcome. Trace, then write, the confused letter or word and pronounce it as written. Use short frequent practice periods. Lengthen the time between practice sessions as the material is retained. If the child is confused about his own left/right, use a ring, watch, ribbon or band on his writing arm. Color cue side of desk or paper or word as a starting place. Gradually increase the difficulty of material to discriminate. If errors are made, go back to simpler practice. Suggestions for Improving Laterality: Trace hands on paper. Label "right," "left.“ Play "Simon Says" - "Touch right foot; raise left hand," etc. Child follows the directions in drawing lines up, down, right to left, etc. and in touching parts of body.

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