Erickson 1

Tia Erickson

Brother Griffin

English 252

25 February 2019

The Difficulties of The Dyslexic Dialect

Not one of us will pass through this life without some type of hardship. Some may struggle

with large and lifelong struggles like a debilitating illness, losing a family member at a young age

or growing up through the horrors of a war-torn country. Most of us will struggle with smaller, yet

nonetheless difficult, hardships like trying to balance a job with family life, trying to make it

through school or finding our purpose. No matter what the trial, great or small, a broken heart is a

broken heart, no matter how it got broken. The funny thing about pain and hardship though, is

that they have a way of motivating us for change, and we can see this manifest in the lives of some

of the greatest people we know. Like Stephen Hawking, who in 1963, contracted a motor neuron

disease and was given two years to live. This only motivated him to fight on and he is now

considered one of the most brilliant theoretical physicists since Einstein (Stephen). Many children

today struggle from the debilitating effects that dyslexia has on reading which also has harsh

effects learning.

I have always had a love for reading. When I was a kid, I wouldn’t be found on the

playground with most of the other kids, but in the library reading books and making lists of books

that I wanted to read in the future. My favorite part of school was when the teacher would give us

our own reading time and then when the teacher would read stories to us and just let us listen.

Although it didn’t make sense to me, growing up I noticed that not everyone loved reading as

much as I did. My sister especially always just hated reading and she would get really bad grades
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in reading and no one could figure out why because if you read her a book, her comprehension

was great. We then later found out that she had dyslexia and that’s why it made it hard for her to

read because the letters would switch places and flip positions that made words that look normal

to the rest of us not normal to her eyes. Since finding this out I also learned of many other kids in

my classes who also hated reading who either had major speech impediments or dyslexia as well.

This made me really interested in the way that those kids are helped in school if they have those

challenges. Through experience and research, I have come to learn that those who suffer from

dyslexia don’t avoid reading due to laziness, but to the challenges that their specific learning

disability demands.

Writer’s Position

In the pursuit to understanding the complexities of dyslexia, the question to be asked first

is, what is dyslexia? In an article titled, What Do You Know About Dyslexia? Questions From

TEC’s Special Issue, a team of neurobiologists simply define what dyslexia really is when they

say, “The term dyslexia refers to difficulty in reading, a type of specific learning disability,

sometimes called a reading disability or disorder” (Slaughter). Although dyslexia varies between

children, a common theme among kids who struggle with this disability is difficulty recognizing

words. Children might struggle with word identification or pronunciation of familiar or unfamiliar

words. This struggle of identification and pronunciation also leads to a disconnect in their

comprehension and understanding of concepts.

Childhood is the foundation of the future. Many of the habits and routines that are created

during this time stick with us as we grow into adults. While childhood holds some of the strongest

memories of bliss and innocence, as children mature into teenagers and young adults, life starts to
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get a little bit harder. Education can often times be one of the biggest stumbling blocks for children

as they are introduced to new themes and ideas that seem foreign. The ability to read so that

communication can be made is the gateway to all other knowledge. Reading is an essential part of

the learning process, so this can often times be a major setback for children who struggle in the

classroom, as it puts them behind many other students. Contrary to common belief, the number of

children with learning disabilities, especially dyslexia is relatively high. Statistics from, “The

United States Department of Health and Human Services estimates that 15% of the U.S. population

has dyslexia” (Debunking). This number shows the harsh reality for those who suffer with

dyslexia. Their struggles with reading create dissonance between them and their educators as

learning is difficult. This tension can sometimes last a long time if sufferers do not get the help

that they need in order to thrive or when their disorder goes undiagnosed. Other studies have also

shown that, “The school drop-out rate of dyslexics can be as high as 35%” (Al-Lamki). This

number is alarming as it shows that adequate steps need to be taken in order for dyslexics to not

only thrive in the classroom, but to also survive.

Opposing View

As those who struggle with dyslexia find it difficult to read, they also face judgement from

those who call their disorder laziness. This stems from educators such as teachers and also parents

who struggle with giving children the adequate help, they need to be successful. Teaching those

who struggle with dyslexia is the ability to walk the extra mile, as it takes much more effort,

determination and belief in the child with the disorder than with any other child. They often times

need extra measures to ensure that they understand the material given to them.
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Peter Shaw, professor of biochemistry at Nottingham University is one critic who believes

in this idea of laziness among dyslexics. He worries that abuse of the power to receive extra help

could be something that will be seen more often as more children are diagnosed with dyslexia. He

states, “I have sympathy for people who genuinely suffer from dyslexia. But with other students I

get the impression that they are just bad at their own language. Some are just inherently lazy

people. They have never read books or done the work in school that others have” (Bunting).

According to his statement he believes that not everyone who suffers from dyslexia are completely

honest about the severity of their struggles and use their disorder as leverage against their innate

laziness. Also, according to his statements, he in a sense believes that those with dyslexia just need

to try harder in order to not have their struggles. That maybe they should take the time to read or

work harder in school and they might not struggle with their disorder. These types of

misunderstandings are common among those who aren’t quite aware of the complexities of

dyslexia and can often be a real struggle with those entrusted to help, but this type of ignorance

must be stopped if there are to be any advancements in helping children succeed in school.

Response to Opposing View

Although there is backlash against those who struggle with dyslexia, there is also a plethora

of evidence against such claims that aim to help and educate the general public on the topic.

Helping those who stand of need of assistance is the strength of this nation and is clearly evident

in the support that is given to the dyslexic community and to those who strive to help those who

suffer from the disorder. From evidence that has been gathered, the conclusion that has been made

is that dyslexia is not just a form of laziness but is an unexpected disorder that begins at birth.
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One of the major ways in which dyslexics differ from the rest of the population lies in their

ability to learn to read. When children are first beginning to learn to read, they learn to read words

in two very important ways. The first way they learn to read words is by mapping letters and letter

patterns to phonemes. Another way of saying this very thing is decoding or sounding out words.

The other way that children learn to read is through sight reading. This suggests that when a child

comes into contact with a word they are familiar with they are able to read it because they have

already encountered the correct way to pronounce the word. When first beginning to learn to read

children start by sounding the word out. As this becomes more familiar to them children don’t

need to sound the word out because they have it memorized through sight recognition. This is

important when understanding the disconnect that lies with those who suffer with dyslexia (see

fig. 1). Research has shown to us that the part of the brain between the partial and temporal lobe,

which is key in helping us to read words quickly and effortlessly because their familiar, is less

active in the brains of those with dyslexia over those without. The evidence that neurobiology

seems to elicit here is that there are certain parts of the brain that function differently for those

with dyslexia, which would also prove that its not something that they can control or manipulate

to get rid of it.

Dyslexia as a stand-alone disorder is already very complicated in its ability to be different

for every child. But when it is paired with attention-deficit/hyperactivity disorder it continues to

get more difficult to understand. According to the National Institute of Mental Health, attention-

deficit/hyperactivity disorder is defined as, “a brain disorder marked by an ongoing pattern of

inattention and/or hyperactivity-impulsivity that interferes with functioning or development”

(Attention). More often then not dyslexia is paired with attention-deficit/hyperactivity disorder.

This only adds to the challenges that they already face giving them more battles to have to fight
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and conquer. When critics tend to look at those with dyslexia, they look at symptoms such as the

inability to focus, restlessness, and impulsivity and label that as laziness, when in reality these

things are paired with another disorder that only makes life more difficult. This onset of so many

challenges and symptoms can lead many to want to give up on learning. In a study trying to focus

on the internalizing effects that dyslexia can have, they concluded that, “…dyslexia and reading

problems consistently contribute to higher depressive and anxiety symptoms in students from first

grade to university” (Mugnaini). Consistent stress on anyone with a number of challenges can lead

to depression and anxiety, but when it comes to learning this is alarming. Depression and anxiety

can also cause lack of motivation and the loss of interest in certain activities. These symptoms can

also look like laziness to the unfocused eye. So comorbidity also points to the fact that the

symptoms of laziness do not always argue for laziness.

Figure 1. Slaughter, Mary Hall, and Kristin L. Sayeski. “What Do You Know About Dyslexia?

Questions From TEC’s Special Issue.” Teaching Exceptional Children, vol. 51, no. 3, Jan. 2019,

pp. 172–174. EBSCOhost, doi:10.1177/0040059918820435.

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Upon study, we have learned the basics and the neurobiology behind dyslexia and why it

is such a struggle for those who have to live with it every day. We have also learned that often

times symptoms like lack of attention, motivation or interest can lead to comorbid disorders like

attention-deficit/hyperactive or maybe even depression and anxiety. Children who struggle in the

classroom have a hard time at all angles trying to cope with the effects that dyslexia brings into

their lives. So often they are behind, that many give up on the idea that learning can even be a

possibility and sometimes drop out of school so that they don’t feel the strangling grasps of

imperfection. This is a sad reality for some who might have the hardest battles to face, but there is

hope. There are people all over the globe creating news ways to help children in the classroom

who may struggle with the ability to learn. One place in Nigeria has come up with the Brainfeed

program which strives to help children with dyslexia learn better in the classroom. Their first

approach is a classroom-environment based approach that emphasizes the importance of teachers

knowing the warning signs of children who struggle with dyslexia and then shaping their teaching

methods as to not overload children with too many activities during class time so that there is more

room for one on one learning. Their second approach is to enhance their memory and learning by

creating training activities that target weaker learning areas. Results showed this significantly

helped children who struggled to learn better and have more motivation for continued learning

(Adubasim). As more and more programs like these come into play the improvement in learning

and reading for those with dyslexia will also increase. Children will then feel connected to their

educators and peers offsetting further disorders like depression and anxiety, because connection

drives us in all our ambitions and endeavors. Harriet Lerner, a clinical psychologist, once said

“Only through our connectedness to others can we really know and enhance the self. And only

through working on the self can we begin to enhance our connectedness to others (Lerner).” This
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connection fills the holes in our lives, where imperfection and doubt once took its place and maybe

one day that connection can also fuel the love for reading like it once did for me.
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Works Cited

Adubasim, Ijeoma. “Brainfeed Intervention Programme: An Alternative Approach for

Supporting People Living with Dyslexia.” Online Submission, vol. 5, Jan. 2018, p.

5. EBSCOhost,

search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED583991&site=ehost-live.

Al-Lamki, Lamk. “Dyslexia: Its impact on the Individual, Parents and Society”Sultan Qaboos

University medical journal vol. 12,3 (2012): 269-72.

“Attention-Deficit/Hyperactivity Disorder.” National Institute of Mental Health, U.S.

Department of Health and Human Services, www.nimh.nih.gov/health/topics/attention-

deficit-hyperactivity-disorder-adhd/index.shtml.

Bunting, Chris. “Worrying Case of Can’t Write, Won’t Write?” Times Higher Education

Supplement, no. 1650, July 2004, pp. 18–19. EBSCOhost,

search.ebscohost.com/login.aspx?direct=true&db=aph&AN=14242065&site=ehost-live.

“Debunking the Myths about Dyslexia.” Dyslexia Help at the University of Michigan,

dyslexiahelp.umich.edu/dyslexics/learn-about-dyslexia/what-is-dyslexia/debunking-

common-myths-about-dyslexia.

Lerner, Harriet. “Harriet Lerner Quotes (Author of The Dance of Anger).” Goodreads, Goodreads,

www.goodreads.com/author/quotes/84497.Harriet_Lerner.

Mugnaini, Daniele, et al. “Internalizing Correlates of Dyslexia.” World Journal Of Pediatrics:

WJP, vol. 5, no. 4, Nov. 2009, pp. 255–264. EBSCOhost, doi:10.1007/s12519-009-0049-

7.

Pugh, Kenneth R., et al. “Functional Neuroimaging Studies of Reading and Reading Disability

(Developmental Dyslexia).” Mental Retardation & Developmental Disabilities Research

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Reviews, vol. 6, no. 3, Aug. 2000, pp. 207–213. EBSCOhost, doi:10.1002/1098-

2779(2000)6:3<207::AID-MRDD8>3.0.CO;2-P.

Slaughter, Mary Hall, and Kristin L. Sayeski. “What Do You Know About Dyslexia? Questions

From TEC’s Special Issue.” Teaching Exceptional Children, vol. 51, no. 3, Jan. 2019, pp.

172–174. EBSCOhost, doi:10.1177/0040059918820435.

“Stephen Hawking.” Stephen Hawking, www.hawking.org.uk/.