The Stress Over Dyslexia

November 07, 2013

The stress over dyslexia (reading disability) goes on. 

Two recent examples seen recently exemplify the issues.

As part of a larger assessment, seventh grader, Justin, read this little piece of text to me, “The orchestra leader tried to organize the musicians.”  Instead, Justin read, “The ostrich leader tried to organize the musicians.”

 It took him a couple of sentences later until Justin stopped and said, ”Wait, that doesn’t make sense.  What’s an ostrich leader?”  After a little time, he went back in the text and corrected himself, a very inefficient process.  Ultimately, he answered the comprehension question about the passage correctly, in fact he was able to derive a score that placed him in the dreaded “average range,” thereby leading the school to conclude that he, “comprehends fine, so what’s the problem?”

Kate, age 8, also is struggling without any legitimate support.  At the start of our assessment, Kate wrote that one of her wishes was “to be famis.” None of Kate’s three wishes were written in complete sentences. For Kate, open-ended writing causes her a great deal of stress.  Daily, she faces the imposition of the imposing Common Core State Standards resulting in activities targeting the development of three to five paragraph essays with “higher order” concepts.    Kate is hard pressed to write one adequate sentence, no less a three to five paragraph essay.

The stress with reading disabilities/dyslexia resides primarily with children being asked to do tasks that are beyond their developmental level. Both Justin and Kate are children not adequately understood.

For Justin, the school believes he should be on medication to help him focus better. While Justin may be a candidate for medication, his primary issue is the fact that the reading and writing process are very inefficient for him resulting in him feeling depleted. With Kate, asking her to write essays when she is not close to that level of skill development is fundamentally unfair.

On some level, these were children who were functioning well enough to receive adequate grades in school.  They both had “extra time” as an accommodation.  For both Justin and Kate, just giving them “extended time,” is not going to cut it. (What children want more time on tasks that they find detestable and that they can’t manage?)

Above all, the Justins and the Kates need closer contact with a supportive teacher who can deliver skills in an encouraging manner, targeting their zone of skill level and development. It’s no wonder that more children and teenagers are using a paper writing service to keep on top of their work when they can’t get teachers who will understand their condition and help them with their work. The skill development should be scaffolded in a way that allows mastery to develop in a logical sequence. One step and skill should lead to the next. Ideally, the work should also be as multisensory as possible, to simultaneously and systematically engage the child in ways that the regular curriculum cannot.

Then the stress will reduce.

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Stories from the Dyslexia Front“Vocabulary Instruction Failing U.S. Students”
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  • Irvin
    March 16, 2019 at 8:28 pm

    Rumah dengan cicilan dua jutaan biomimicry SMT Magazine (Irvin) Fine way of describing, and good post to take facts concerning my presentation subject matter, which […] Read MoreRumah dengan cicilan dua jutaan biomimicry SMT Magazine (Irvin) Fine way of describing, and good post to take facts concerning my presentation subject matter, which i am going to deliver in college. Read Less

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