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Those letters are backwards again - Will I ever get them right? by Hilary Craig


by Hilary Craig

The start of the school year sees another new group of fledgling students begin the academic journey. For many, formal schooling is enjoyable, successful and each school day is worthwhile. However there are those for whom school is difficult. Estimates vary as to the numbers of children who experience considerable difficulty at school but between 20% and 30% is a figure often heard. The difficulty for many children involves print - letters, words and numbers are difficult to decipher, link and comprehend. The term used for such difficulty is dyslexia but as each child approaches the translation of print in his own unique way, dyslexia comes in many guises. Estimates for dyslexia in the general population vary from 5% - 20% depending on how loosely the term is applied.

What can be done for the dyslexic? We read of miracle cures, phonics training, nutrition, auditory training, exercise and various therapies and although each of these may help, the truth is that none of these methods ‘cures’ dyslexia. Dyslexia is a way of thinking not a disease, a defect, something one grows out of, or, most definitely, not a result of bad parenting.

Dyslexics are generally visual thinkers who favour the right side of the brain. This is the creative emotional region. In early childhood children make sense of their world by touching, looking, listening, smelling and even tasting everything within reach. The difficulty arises when they move to the two dimensional world of letters and numbers. A wooden toy block is a block no matter how you look at it. You can turn it any way you please and it is still a block but what happens when you rotate the letter b? It can be a p,b,d,or q. Suddenly there is a problem. Which of these letters matches which sound? In addition to which way round for letters, the same visual thinking skill creates other problems in reading.

In the early years we use picture books and the little dyslexic child is happy. Words from Mum and Dad match the pictures and the child enjoys the story experience. Then comes formal learning and reading. Some words pose little difficulty for there are pictures already formed in the child’s visual memory and they are available for matching with words. It is easy to tie the word ‘house’, ‘car’ and ‘cat’ to the pictures stored in the imagination but what do you do with the words ‘for’, ‘the’, or ‘also’! Where’s the picture? What do these words mean? Now the dyslexic is really having trouble. The letters can be a problem and now the words with no pictures add to the difficulty.

What do you do when you are under stress? Your mind may go blank: confusion may set in: the stress creates discomfort: you cover up as best you can: you dread facing the situation again: you use avoidance tactics. Dyslexic children are no different and this is why they are often very difficult to identify. They may be the class clowns, the talkative ones, the quiet retiring children, or the dreamers. They may have dreadful handwriting to cover up their poor spelling. They may complain of stomach aches and headaches on school days. They may develop wonderful creative skills as Lego builders, painters, artists, modellers and musicians. Their difficulties with letters and words are often the result of a very well developed visual imagination. This is their strength and what a wonderful strength it is. However these children may not be able to read well and parental panic sets in. What can we do to help?

We can remember their strengths and work from them, build on their talents, keep confidence alive and encourage them to use their imaginations as memory tools. To encourage the unique ability of these children without damaging their self esteem and destroying their gifts is a challenge. Back wards again, will I ever get it right, is our challenge as parents and educators to ensure that these children realize their full potential.

Published in: ABWM, September 2004
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