Category: learning ability

It is still early in the New Year and yet most people are probably already struggling with their New Year resolutions. A number of people have given up on the idea altogether as each year they see themselves failing to attain the heights or landmarks they’d set for themselves. The first and most important thing is NEVER QUIT. We all struggle with our resolutions mainly because we fail to realize the vital first step to take, which is self-focus. In order to improve, one must reflect deeply on one’s self and ask questions like “what have I been doing wrong”, “what can I do better” and “what am I doing today that takes me closer to who I want to be tomorrow?” It is certain that the more you ask yourself these reflective questions the more you shall realize that IT ALL STARTS WITH YOU.

Here are some things you will discover that will not only help you live up to your New Year resolutions but will ultimately improve you:

1. Negative behavioural patterns: As you reflect on yourself, you will begin to realize the harmful behavioural patterns which continually hinder you each day from improving yourself. The bad habits you’ve hung on to for years, your approach to work and not getting enough or too much rest. Focus on the causes and effects of your present predominant behaviours. A diary or a jotter could be a very helpful way to keep track. Find out the harmful behavioural patterns that are taking you nowhere and immediately instigate a significant change in your daily routine. This leads us to the next point…

2. Self-investment: You will realize that a major hindrance in achieving ones goals is lack of self-confidence which corresponds to a lack of self-investment. You must invest in yourself; it is the only way you can improve yourself. Either you do so by starting frequent exercise, buying more books and reading widely or learn a new language. Each day, you must do something for yourself that would make you feel better and be better. Spare no expenses in self-investment in order to create the YOU and you will love. The more you invest in yourself, the more confident you will be and the more able you will be to achieve your resolutions.

You will also increase your…

3. Personal Value: This is the aspect of yourself that no one else but you can touch, increase or decrease. You need to realize that no matter how many times you have failed, you never lose your value. Focus on the things about you that you can improve and forget about the things you can’t. Incessantly focusing on things we can’t change causes us to be insecure and underrate our own value. Accept who you are and then go on to improve your value by letting go of anything holding you back. Think of how you can increase your value in order to benefit others and not just yourself and you will not only value yourself but others would value you.

In the previous article, we were informed about the diverse strengths and positive skills possessed by people with dyslexia. In this article, we will learn how teachers and parents can maximize those strengths by incorporating appropriate strategies that suits the brain function and learning difference of people with dyslexia.

Brain based strategies for teachers and parents of children with dyslexia

Teachers and parents can maximize the strengths of children with dyslexia and help them learn by incorporating these strategies in their teaching methods.

1. Teaching strategies: When teaching, the student with dyslexia must be shown the big picture and then how the details fit into it. Topics must be broken down for them to aid understanding. Simple items or topics must be presented before the more difficult ones, from the concrete to the abstract and from the visual to the auditory. Learning must involve constant review and practice at every step of the learning process to ensure mastery.
2. Multisensory teaching methods: Multisensory learning involves the use of visual, auditory, and kinesthetic-tactile pathways simultaneously to enhance memory and learning of written language. Links are consistently made between the visual (language we see), auditory (language we hear), and kinesthetic-tactile (language symbols we feel) pathways in learning to read and spell.
3. Environmental support:The learning environment or classroom should be quiet and free from distractions. Having a carpet or rug in the classroom area will help keep down noise. Minimize distractions to allow students with dyslexia have an area where they can read or concentrate on class work. For students with dyslexia who are showing signs of anxiety, there can be a time-out area when they are feeling very nervous, upset or frustrated.
4. Assessments and Grading: Students should be allowed to use electronic helpers when completing class work or tests. Examples include an electronic dictionary, speller or thesaurus, computers and talking calculators. Do not take off points for spelling. If you mark spelling errors, do so separately and create a list of words frequently misspelled for students to refer to during writing assignments. You may also offer oral testing and longer time for formal assessments.

School support/accommodations for children with dyslexia

The teaching methods utilized in most schools are those that teach learning skills easily processed by the left hemisphere of the brain, these methods make it easy for students/pupils to process abstract symbols of written language. However, these teaching methods are not appropriate for children with dyslexia as it was discussed in the second article of these series that people with dyslexia utilize more of the right side of their brain to process language hence they require a different learning method. With materials presented, students with dyslexia can be given appropriate accommodations. Some of these include:

•  Clarifying or simplifying directions or instructions
• Presenting bits of work at a time to prevent information or memory overload
• Presenting text in larger fonts
• Highlighting essential information
• Recording lessons so they can be replayed
• Making use of step-by-step instructions when teaching
• Combine visual information with verbal and written ones- let them “see” what is being taught, this will help them remember more. Let there be visual representation of all information given.
• Make use of colours for written work. This adds some excitement to writing.
• Encourage their skills/talents like drawing, painting and singing.
• Allow them present their answers orally when testing if they find it very difficult writing down the answers.
• Help build their self-esteem
• Reduce fear and anxiety by never forcing them to spell difficult words or read aloud in class.

Successful people diagnosed with dyslexia who have utilized their strengths and have become famous  with their skills will be the subject of discussion in the next and final article of these series.

Always remember that individuals with dyslexia have strengths and can excel in life.

Follow @DrMorayoJimoh for more updates. You can contact us for a consultation on dyslexia by clicking HERE

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John hates being called to read aloud in his class, he usually has some trouble saying some words even when he recognizes them. School is not really his favourite place to be because all his teachers complain about his writing and spelling. His parents often compare him with his  siblings saying “he is just the lazy one”.  He often gets discouraged thinking he is not as smart as his siblings and other pupils in his class. John would rather work on his drawings and participate in other activities that deal less with writing or reading.

What John, his parents and teachers have not realized is that he has dyslexia.

In the previous article of this month’s series on understanding dyslexia, we shared some information about what dyslexia is and some prevailing myths and truths about dyslexia. In this second part, we will emphasize on the description of dyslexia, causes, prevalence, signs and symptoms which accounts for learning and brain differences in people with dyslexia.

DESCRIBING DYSLEXIA

Dyslexia can be described as a brain based learning difficulty which is often hereditary and results in problems with:

• Reading
• Writing
• Spelling

Also, it is associated with difficulties in concentration, short term memory and organization which are essential skills to facilitate learning that has to do with language. This is why people with dyslexia can be wrongly labelled as being “lazy”, “stupid”, “dumb”, “less intelligent” or “mentally slow/retarded” . Eliminating these wrong notions about dyslexia creates a better understanding of what is really responsible for the perceived learning differences/difficulties experienced by people with dyslexia.

CAUSES OF DYSLEXIA

The major cause of the brain based learning difficulty especially with literacy skills experienced by people who never had any damage to the brain and having adequate intelligence is genetic. As noted earlier, it is a condition that is hereditary; research has shown that it runs in families therefore, a child has a 50% chance of having dyslexia if only one parent has it and a 100% chance if both parents have dyslexia.

People with dyslexia use only the right side of the brain to process language, while people without dyslexia use three areas on the left side of the brain to process language.

Dyslexia is not as a result of laziness, stupidity or poor intelligence, rather, the brains of people with dyslexia are wired differently which accounts for the language difficulties they experience.

PREVALENCE OF DYSLEXIA

• Dyslexia is the most common learning difficulty.
• It is estimated that 1 in 10 people have dyslexia.
• Dyslexia occurs around the world irrespective of tribe, race or socio-economic background.
• It occurs in both boys and girls.
• It can be seen in adults too.
• It varies from person to person.

SIGNS AND SYMPTOMS OF DYSLEXIA

The following are some signs and symptoms experienced by people that may have dyslexia.

1. Difficulties with reading, spelling and writing despite normal intelligence and proper teaching: consistent reading, spelling and writing errors such as putting letters or words in the wrong order for example; ‘was’ for ‘saw’ or sounding ‘dub’ for ‘bud’ or omitting letters when spelling, such as ‘shool’ for ‘school’ could be a sign of dyslexia.

2. Delay in reaching developmental milestones: this occurs when children are unable to reach certain language and motor development at the expected age. It could be an early sign of dyslexia.

3. Speech problems: such as sudden loss of speech and difficulty expressing self through spoken language are possible signs of dyslexia.

4. Directionality difficulties: confusion with directions such as being uncertain about left or right, up/top or down/bottom directions. It is also responsible for letter reversals such as ‘b’ for ‘d’ (not corrected after a long time of correcting and proper teaching). It is also known as mirror writing and could be a sign of dyslexia.
5. Pronunciation problems: such as being unable to pronounce long words properly.
6. Difficulty carrying out a sequence of directions: being unable to follow a sequence of directions is a possible sign of dyslexia.

Dyslexia should be seen as a different learning ability rather than a learning disability. People with dyslexia within any age range are capable of learning efficiently with a different approach that matches their learning ability.

Beyond all the difficulties experienced by people with dyslexia, are strengths unknown to many and themselves. Some of their strengths and more information about people with dyslexia will be shared in the next part of these series.

Remember to follow @DrMorayoJimoh for more interesting updates on understanding dyslexia throughout this month of November!