Having a particular learning disability shouldn’t be a stigma for society. Early identification is the lone way ahead since it can lead to early intervention. There is so much said and told about Dyslexia, but it goes unidentified in the maximum population. They do not display age-appropriate executive / application functions because they do not efficiently plan and prioritize their routine. Dyslexic may also find difficulty conveying their thoughts or ideas to others. It is also commonly observed that children with dyslexia have affected analytical ability, processing, reaction time, multi-tasking ability, and time management which eventually results in affected independent functioning. The wait-and-see approach is really a wait-to-fail model and typically sets children with dyslexia even further behind, with serious implications for the rest of their lives. The six specific language areas set forth by the International Dyslexia Association (IDA) are phonology, sound-symbol association, syllable instruction, morphology, syntax, and semantics which need to be covered in early intervention. Even afterwards can be sounded out, reading fluency and comprehension can be very slow and challenging. Instead, dyslexic brains have a hard time associating the right sounds with printed letters, making reading laborious and resulting in spelling that often feels like guesswork. When individuals with dyslexia read, letters don’t jump around or flip backwards-a widely believed myth. In dyslexia, these new circuits are slowly formed. When children learn how to read, several key regions of the brain connect together-regions involving recognizing letters, mapping letters to sounds, and comprehending words and meaning to form a complex new circuit that’s primed for reading. Difficulty with phoneme awareness, which involves letters to sounds, is merely the most common, but dyslexia can also manifest as a problem with reading speed (reading fluency) or as an issue with linking words together too slowly to fully understand sentences (reading comprehension). Most commonly, people believe that people with dyslexia transpose or invert letters when reading, when actually it’s an auditory-based processing disorder.
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