Dyslexia: A Little Different Twist First, of all let us define dyslexia. What is dyslexia, or what does it mean? From the Latin "dys" means bad or hard and "lexia" meaning language. Dyslexia has been defined over the years in several different ways. Some textbooks have inappropriately referred to dyslexia as an inability to read. I have found no one in over thirty two years that I have not been able to teach how to read. Dyslexia is more then just a reading disability; it is a language communication disability affecting reading, writing, speaking, and listening. We could describe dyslexia as a generic word for those who want to use the label for several different types of disabilities. Dyslexia consists of a syndrome of characteristics, which varies in degrees according to the severity and kind of "dyslexia" that an individual has. It is not attributable to a vision or hearing defect alone. These defects can affect the ability to learn to read but are not the overall characteristics that I am referring to in this article. This reading and language communication problem persists beyond the time when most childhood developmental conditions have matured. There is also a difference between a sub level of intelligence, which is retardation and this problem. There is also a difference between illiteracy and this disability. Illiteracy is a person who for one reason or another doesn’t possess the knowledge of reading or writing. A person- child or adult- with these problems has a hard road to walk through life. Many adults, as well as many of the children affected by these problems think that they are dumb, stupid, or just lazy. The fact is many of these persons have the same or higher intelligence quotient than those who learn to read easily and don’t display the following problems. Although this field is very complex, I want to discuss three paramount categories that can contain many of the problems that this field represent. They are visual dyslexia, auditory dyslexia, and a combination of visual and auditory dyslexia. Reading, writing, speaking and listening requires the proper use of both the left and right hemisphere of the brain and the proper integrating of information in/out of both of these sides. Visual dyslexia is characterized by reversals of letters and numbers, faulty sequencing, coding and/or decoding, of letters in words, numbers in a series, and events in a narrative. Visual dyslexics also have problems with disorientation in time and space relationships, and problems in processing, interpreting, and recalling visual images. Auditory dyslexia is characterized by problems with integrating and processing what is heard. Auditory dyslexics also have problems with recalling sounds and being able to put a sound with the letter it represents. The third category is a combination of the first two in varying degrees. When an individual has a combination of visual and auditory problems it is more pronounced. This category is becoming more understood with new tools of assessment such as the T.O.V.A. and the T.O.V.A.-R and the T.O.M.A.L. Gestalt perception is the total perceptual field. This is a very difficult task for the person with these problems. All of the smaller parts of the visual field should be understood in relationship to the whole. A person with these problems has a hard time putting the smaller parts of the visual field into a meaningful whole. Approximately twenty percent of the earth’s population is estimated to have problems in language communication affecting reading, writing, speaking , and listening. This is becoming more to the front lines as English has now become the universal language of the whole world. It is possible for a person to have a high IQ and have these problems. It is also possible for a person with an IQ of 80 who is not one of these individuals to have a higher reading average than his IQ. IQ and reading do not correlate. You can have a lower IQ and have no processing problems affecting your reading and language communication. This individual has "large" gaps between his performance skills and his IQ. In young children many of the symptoms of this problem can be related to normal or slow developmental growth of the child both mentally and physically. Don’t run for a label for your child but do seek help to develop these delays or to help with these problems. It is important to seek help early so that your child can "shine" in a different light. It is important for this person’s friends to be able to help him, not hinder him- this includes family- immediate and relatives, friends and teachers and fellow "Christians". People have different needs which run at different speeds. Pushing someone too fast can be painful as well as damaging. So can holding a person back. How do you deal with these problems. First, seek help. Help that is willing to give you solutions not "labels". Second, work with individuals that will help you as a parent to understand your child and that he or she is "not out to get you", "destroy you", "make your life miserable", "embarrass you in front of your relatives". Work with someone who is willing to help you reduce the pressure at home. Work with someone who can help you alleviate some of these problems interfering with proper development. These persons have to look at things in a different way than a person who don’t have these problems. They learn differently. They learn at different speeds. They interrupt things differently. They process differently. Many times they compensate. Visual problems have been easier in the past to alleviate than auditory problems. This doesn’t mean that the visual is always remedied quicker than the person who has auditory problems or a combination. It is hard to alleviate any of these problems "totally". The chances of having some residual effects that don’t go away is always very high. The length of time that it takes to alleviate these problems depends on several factors, including the severity of the problem, and the age of the individual with the problem. The stigmatism of "Being Dumb", the frustration of failure; these things are hard for anyone to cope with. Help the person to realize and admit they learn differently early. Don’t hide the problem or don’t discuss the problem like it doesn’t exist. There is nothing wrong in being "different". That is how God made each of us to some degree. There is nothing wrong in seeking "help". We all need help to some degree. There is nothing wrong with taking longer to do something. Remember the "turtle won the race"!!! There is nothing wrong with seeking special assistance for a course whether that be a elementary course, high school course or college course. The body of believers is there to compliment and "help" one another. There is nothing wrong in declining to write on the blackboard when the room is full of people. There is nothing wrong with explaining why you cannot do this!!! Would you ask a leg amputee to get up and run a marathon? Would you ask a person who needs glasses to read without them? There is nothing wrong with asking, " How do you do that again?". Not everyone gets the correct message and retains it forever. Believe me, I know- I am a pastor. There is nothing wrong with being "Special"!!!
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