Issues

Social Issues for Children with Dyslexia

A dyslexic child frequently faced social relationship problems with their peers, teachers and their family members. As they have difficulty with reading and writing, this could impact their social and communication skills, for example, they will have difficulty in retrieving words quickly, interacting with their peers and responding in a social situation. (“Parents Guide to Dyslexia,” 2016).

  Issues of their social interactions are:

  • They are more immature physically and socially than their peers. This may lead to a poor self-image of themselves and less peer acceptance.(Social-Emotional-Problems-Related-to-Dyslexia.pdf. (n.d.)).  
    • It is difficult for the child to develop a positive self-image from their poor self-image. As they think of themselves as a worthless person when they are not being accepted from their peers. Thus, this lead them to be withdrawn from their peers.(Social-Emotional-Problems-Related-to-Dyslexia.pdf. (n.d.)).
    • According to (Dyslexia Center of Utah. (n.d)) “Students who feel badly about themselves may not have the social confidence or skill to seek and maintain friendships, and may become withdrawn from friends and family.”

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  • They have trouble in reading social cues.
    • For example, they can be insensitive to other people’s body language or being too close with the person when interacting. Thus, miscommunication or misinterpretation may arise between their peers.
  • Difficulty in their oral language skills.
    • They have difficulty to find the right words or even pause for a while before responding. Thus, this is a disadvantage for them when interacting with their peers who may label them as a “slow kid”.

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The role of their families, teachers and their peers plays an influential role to support them to be confident and self-worth to socialize with people.  Therefore, those are the social issues of a dyslexic child faced.

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Environmental Issues for Children with Dyslexia

A well planned educational environment is essential in a dyslexic child’s life that aids in their learning (GreatSchools Staff, 2015).

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When put in an environment whereby learning and reading is difficult for them, they tend to feel mentally mistreated by their peers which leads to trauma and suffering (Hodge, 2000). Similarly, when a dyslexic child is placed in an environment he is not comfortable in, he tends to feel that the environment is controlling him. For example, a child with dyslexia may feel that he is different from his peers when he is unable to process simple instructions and expectations unlike his peers. As such, the child will hold his anger and once he knows that he is in a safe and comfortable environment, he will unleash his emotions to his most trusted caregiver (Ryan, 2004).

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Dyslexic children may often show signs of inconsistent work (Hodge, 2000) which may cause inexperienced teachers to misunderstand their behaviors.  This may cause dyslexic children to think of themselves as being slow and different from their peers (Alexander-Passe, 2015) and thus, affect their self-esteem.

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Even though children are at such a young age, they are able to differentiate the ‘smarter’ students and ‘slower’ ones (Alexander-Passe). Hence, during activities or play times, they may crowd together and eventually, ignore the rest. This situation is often detectable by children with dyslexia because they are able to feel the exclusion by their peers and hence, many of them fall into depression (Alexander-Passe) or isolation to cope with their feelings.

An enriching environment would help children with dyslexia, it is important for teachers to create a comfortable and safe environment where they can provide children with dyslexia, encouragement, and guidance which build on their self-confidence and self-esteem.

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Learning Issues for Children with Dyslexia

Basic reading problem

This occurs when a child has difficulties to understand the relationship between sounds, letters, and words.

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Difficulties in understanding reading.

This happens when the child is unable to grasp the meaning of words, phrases, and paragraphs.

Signs and Symptoms of Dyslexia

  • Problems with the letter and word recognition
  • Understanding words and ideas
  • Reading speed and fluency 
  • General vocabulary skills

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There is a chance where dyslexia might not come on its own but it might co-occur with other disabilities such as executive functioning issues which affect the various skills and areas for learning.

Executive functioning

Children with dyslexia may have problems:

  • Organization,
  • Flexible thinking
  • Working memory 

This might affect reading which is a part of dyslexia as children with executive functioning disabilities may get confused about the letters while learning the alphabet. This is due to the fact that once the child has learned something, they may find it difficult to leave it behind and adopt new rules.

For example, a child may get confused between the letter P and R. Once the child has learned the letter P, she might not be able to recognize that R is similar but just with an extra stroke and may still view the letter P as R reflexively. The child would then require sustaining attention long enough to realize that P with an extra stroke turns to an R.(Kelly, n.d).

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Slow processing speed 

Children with slow processing speed struggle to take in, process and respond to information. This makes it tougher for them to master the basic reading skills and understand what they are reading. Furthermore, slow processing skills may impact executive functioning skills. These are the thinking skills that help children plan, set goals, respond to problems and persist on tasks (Kelly, n.d).

Children who have difficulties processing information may have troubles

  • Starting their assignments
  • Staying focused
  • Monitoring how well they are doing in school

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