:: Factors ::

I was talking with a teacher in regards to why some children with dyslexia can succeed in academics and why some struggle all through their school years.

           

Children with dyslexia that have support and encouragement from their families and teachers are more likely to succeed. The teacher I talked with showed me a pamphlet by the U.S. Department of Health and Human Services called Facts about Dyslexia. From the pamphlet, I found this interesting bit of information that backed what she had said:

 “A child’s ability to conquer dyslexia depends on many things. An appropriate remedial program is critical. However, environmental and social conditions can undermine any treatment program. The child’s relationships with family, peers, and teachers have a major effect on the outcome of instruction. In a supportive atmosphere, a child’s chance of success is enhanced. Attitudes such as “expectancy,” the degree to which a teacher expects a child to learn, are important. Children who sense that they are not expected to succeed seldom do. Since slight progress in reading ability can make an enormous difference in academic success and vocational pursuits, children need to know that they are expected to progress.”

The sooner the children get help, the easier it is for them to pull through with success. Without early intervention, a child can quickly fall behind and become discouraged. The teacher I talked with said that the child will see everyone else moving along in his/her academics, and the child with dyslexia will realize that s/he will never catch up. Some children begin to withdraw, become depressed, give up, get angry, or feel guilty. Often the children try to hide their disability by taking on the role of the “class clown.”  

~Sarah Beth~