Dyslexics

Individuals with dyslexia:

May be bright, intelligent and articulate, however their reading, writing and spelling level is below their average age group.

Have the same intelligence range as people without dyslexia.

May have poor academic achievement due to their problems with reading and writing.

May have good oral language abilities but will perform much more poorly on similar written-language tests.

Because dyslexia primarily affects reading while sparing other intellectual abilities, affected individuals might be categorised as not "behind enough" or "bad enough" to receive additional help in a school setting.

Might feel dumb and have poor self-esteem, and might be easily frustrated and emotional about school reading or testing.

Might try to hide their reading weaknesses with ingenious compensatory "strategies".

Might learn best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

Can show talents in other areas such as art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.

Have related problems with attention in a school setting; for instance they might seem to "zone out" or daydream often; get lost easily or lose track of time; and have difficulty sustaining attention

Dignosis

Formal diagnosis of dyslexia is made by a qualified professional, such as a neurologist or an educational psychologist. Evaluation generally includes testing of reading ability together with measures of underlying skills such as tests of rapid naming, to evaluate short term memory and sequencing skills, and nonword reading to evaluate phonological coding skills. Evaluation will usually also include an IQ test to establish a profile of learning strengths and weaknesses. However, the use of a "discrepancy" between full scale IQ and reading level as a factor in diagnosis has been discredited by recent research.[55] It often includes interdisciplinary testing to exclude other possible causes for reading difficulties, such as a more generalized cognitive impairment or physical causes such as problems with vision or hearing.
Recent advances in neuroimaging and genetics provide evidence that could potentially help identify children with dyslexia before they learn to read in the future. However, such tests have not yet been developed and more research is needed before such testing could be considered reliable.

Conditions of dyslexia

Dyslexia is a learning disability. It has many underlying causes that are believed to be a brain-based condition that influences the ability to read written language. It is identified in individuals who fail to learn to read in the absence of a verbal or nonverbal intellectual impairment, sensory deficit (e.g., a visual deficit or hearing loss), pervasive developmental deficit or a frank neurological impairment.
The following conditions may also be contributory or overlapping factors, or underlying cause of the dyslexic symptoms as they can lead to difficulty reading:
Auditory processing disorder is a condition that affects the ability to encode auditory information. It can lead to problems with auditory working memory and auditory sequencing. Many dyslexics have auditory processing problems including history of auditory reversals. Auditory processing disorder is recognized as one of the major causes of dyslexia.
Cluttering is a speech fluency disorder involving both the rate and rhythm of speech, and resulting in impaired speech intelligibility. Speech is erratic and dysrhythmic, consisting of rapid and jerky spurts that usually involve faulty phrasing. The personality of the clutterer bears striking resemblance to the personalities of those with learning disabilities.[38]
Dyspraxia is a neurological condition characterized by a marked difficulty in carrying out routine tasks involving balance, fine-motor control, and kinesthetic coordination. Problems with short term memory and organization are typical of dyspraxics. This is most common in dyslexics who also have attention deficit disorder.
Verbal dyspraxia is a neurological condition characterized by marked difficulty in the use of speech sounds, which is the result of an immaturity in the speech production area of the brain.
Dysgraphia is a disorder which expresses itself primarily during writing or typing, although in some cases it may also affect eye-hand coordination in such direction or sequence oriented processes as tieing knots or carrying out a repetitive task. Dysgraphia is distinct from Dyspraxia in that the person may have the word to be written or the proper order of steps in mind clearly, but carries the sequence out in the wrong order.
Dyscalculia is a neurological condition characterized by a problem with learning fundamentals and one or more of the basic numerical skills. Often people with this condition can understand very complex mathematical concepts and principles but have difficulty processing formulas and even basic addition and subtraction.
Scotopic sensitivity syndrome, also known as Irlen Syndrome, is a term used to describe sensitivity to certain wavelengths of light which interfere with proper visual processing. See also Orthoscopics and asfedia.

Types Of dyslexia

In addition to varying definitions of dyslexia, educators and clinicians have also developed varying subtypes or classifications of dyslexia based on differing patterns of underlying symptoms. Such categories are useful in choosing among remediation strategies, and also for purposes of defining population groups for purposes of research. Large-scale data from comparative studies of reading patterns in dyslexic and normal readers supports a finding of at least two prevalent and distinct varieties of developmental dyslexia. One common approach has been to differentiate a speech discrimination deficit from a visual perception impairment.Distinct patterns of neuropsychological organization have been reported in the following three varieties of dyslexia.
Dysphonetic or Auditory Dyslexia
The most predominant form of dyslexia identified by researchers is the dysphonetic or auditory subtype, which is associated with difficulty connecting sounds to symbols, and attendant difficulty with sounding out words The American physician Elena Boder, who developed the Boder Test of Reading-Spelling Patterns (1973), reported this pattern among approximately 60% of the children she surveyed
Dyseidetic or visual dyslexia
The dyseidetic (visual or surface) subtype is associated with inability to develop a sight word vocabulary, slow and laborious reading as familiar words must be repeatedly deciphered, and unconventional but highly phonetic spelling. Boder reported that approximately 10% of her subjects exhibited this pattern, with an additional 22% showing a "mixed" type with elements of both the dyseidetic and dysphonetic forms
Rapid automatic naming or Double Deficit
Other researchers have identified a deficit related to "naming speed", which relates to the ability of students to rapidly verbalize the names of symbols such as letters and numbers when tested. A deficit in "rapid automatic naming" is seen as related to an impaired mental timing system.When such difficulties exist in conjunction with a phonological deficit, it is characterized as double deficit dyslexia.

What is Dyslexia?

According to Wikipedia...
Dyslexia is a specific learning disability that manifests primarily as a difficulty with written language, particularly with reading and spelling. It is separate and distinct from reading difficulties resulting from other causes, such as deficiencies in intelligence, a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction.
Dyslexia does not affect speech as a rule.

Evidence suggests that dyslexia results from differences in how the brain processes written and/or verbal language. Although dyslexia is the result of a neurological difference, it is not an intellectual disability. Dyslexia occurs at all levels of intelligence, average, above average, and highly gifted.

Many individuals with dyslexic symptoms involving reading, writing, and spelling also exhibit symptoms in other domains such as poor short-term memory skills, poor personal organizational skills, problems processing spoken language, left-right confusion, difficulties with numeracy or arithmetic, and issues with balance and co-ordination.

Dyslexia is a lifelong condition for which there is no cure, but appropriate remedial instruction and compensatory strategies can help the dyslexic individual mitigate or overcome their difficulties with written language. A large body of evidence shows which types of instruction dyslexics need to be successful. Many dyslexics overcome early problems with literacy and go on to earn advanced degrees and pursue successful careers; a high level of motivation coupled with strong encouragement and mentorship have been identified as factors leading to their success.

Being a Dyslexic............and not knowing it.

I am a dyslexic, and didn't know until recently.

I had all the symptoms but I didn't know It was called Dyslexia

I thought I was a funny person.

Its not scary or dreadful like people say.

I also discovered my right brain is dominant.

My mum says I have mild dyslexia and that's why she has been encouraging me to write a lot and read a lot.

Well because of that I am able to read and write like a normal person today.

As a kid and till today I have a problem of misreading the exam paper like having a copied wrong and losing lots of marks .

My mom checks my Question paper says darling did you answer this Question?

I say what that Question was there in the paper and she says,"what did you write?"

Now I have got use to that I read the paper carefully to avoid such blunders.

I always confuse with the left and right.

I am weak at maths I always have a copied wrong it has reduced a lot though.

While reading some times I do jumble in words and its funny.

I confuse with d and g a lot.

my mother tongue is Marathi and lots of times i have pronunciation problems eg: k an kh or d and dh etc.

While writing or typing I forget to type a character or a word which leads to spelling mistake grammatical mistake thanks to spell and grammar check.

All I want to say is being dyslexic is not a bad thing or nothing to shy away from all those who are dyslexic shouldn't feel any different because we are not different or have any kind of problem.