Exploring Conditions & Debunking Myths
This section delves into the complexities of dyslexia, dysgraphia, dyscalculia, and language processing disorders, shedding light on the challenges and misconceptions surrounding these learning disabilities. It aims to provide a nuanced understanding of each condition, emphasizing the importance of distinguishing myth from reality in the context of educational and developmental support.
Dyslexia
Dyslexia involves difficulty in acquiring and processing language typically manifested by the lack of proficiency in reading, spelling, and writing. People with dyslexia have difficulty connecting letters they see on a page with the sounds they make. Reading becomes slow and effortful and is not a fluent process for them.
Problems in reading appear early through difficulty in rhyming and recognizing syllables in words. People with dyslexia may also have trouble recognizing and writing letters, and spelling words.
Dyslexia affects approximately 80% of children with learning disorders. Dyslexia affects both males and females, with no prevalence in one or the other (American Psychiatric Association, 2021). Specific learning disabilities often occur simultaneously with other neurodevelopmental disorders such as ADHD (attention deficit hyperactivity disorder) and anxiety. The term for two disorders occurring together is comorbidity.
Misconception: All children with dyslexia write letters backwards, or children who
write letters backwards all have dyslexia.
Dysgraphia
Dysgraphia is a neurological condition that presents as difficulty putting thoughts onto paper and the physical aspect of writing letters and words. Problems with writing can include difficulties in spelling, grammar, punctuation, and handwriting. This disorder causes writing to be distorted or incorrect. Students may produce varied letter sizes and spaces, or they may write the wrong words despite being told the correct ones, for example, writing “bus” instead of “car.”
Dysgraphia affects between 5 to 20% of people . The range is wide due to the difficulty of diagnosis or misdiagnosis. Dysgraphia is more common in boys than girls (Cleveland Clinic, 2023). Generally, developmental dysgraphia is found in children as they learn how to write, but adults may develop acquired dysgraphia after a brain trauma or head injury. Dysgraphia is common in children with autism spectrum disorders.
Misconception: Messy handwriting is a sure sign of dysgraphia.
Dyscalculia
Dyscalculia manifests as difficulties in learning number-related concepts or in using symbols and functions to perform math problems. Areas of difficulty can include number sense, memorizing math facts, math calculations, math reasoning, and problem-solving.
Dyscalculia occurs in 5 to 10% of people . There appears to be no difference in whether dyscalculia is more common in boys than girls. Dyscalculia is neurology based, and people do not outgrow it. It is important to note that dyscalculia is more than just being “bad” at math.
Oral/Written Language Disorder and Specific Reading Comprehension Deficit
People with an oral/written language disorder and/or a specific reading comprehension deficit struggle to understand and/or express language, often in both oral and written forms. Often, they may also exhibit deficits in semantic and syntactic processing (Oral/Written Language Disorder and Specific Reading Comprehension Deficit, n.d.).
Statistics regarding oral/written language disorders and specific reading comprehension deficits are minimal. One study indicated that boys are more likely than girls to be identified as having an oral/written language disorder and/or a specific reading comprehension deficit (American Speech-Language-Hearing Association, n.d.).
Misconception: Students with this condition are simply poor readers.
Think, Write, Share
1. What are some prevalent stereotypes associated with learning disabilities that you have come across? Discuss how these stereotypes could potentially impact students’ academic and social experiences.
2. In what ways can stereotypes about learning disabilities prove to be detrimental to students’ well-being and counterproductive for educators’ teaching strategies? Provide examples to illustrate your points.
3. Craft a response you might use if you overhear a colleague in the staff lounge perpetuating a common misconception about learning disabilities. How would you address the misconception in a manner that educates and fosters understanding?