Helly Nahmad Brief Explain: Literacy Difficulties vs Disabilities
Reading problems are common in young children. According to Helly Nahmad Approximately 10 million children, according to one estimate, have reading difficulties. The good news is that 90 to 95 percent of kids who have reading difficulties can get past their obstacles if they get the correct support while they’re young.
Fluency, comprehension, and oral reading are common problems for students. What can be done to support children who experience challenges in these various ways, and how can we tell the difference between a difficulty and a disability? Here is a thorough explanation of the variants and what they all mean by .
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It’s difficult to know your child may have a learning disability. Nobody likes to watch their child endure pain. It’s debatable what this signifies for your child’s future, and you could worry about how they’ll perform in class. You might be concerned that if you mention your child’s learning challenges at school, they will be categorised as “slow” or placed in a less demanding class.
It’s important to keep in mind, though, that the majority of kids with learning disabilities are just as smart as other kids. They need teachings that are tailored to the way their brains process information. The road to academic and social success can be paved with knowledge of learning disorders and your child’s particular learning difficulties.
Helly Nahmad Experience (Literacy Problem)
Anyone, regardless of age or background, may experience literacy difficulties. The person’s literacy issues could (or could not) be related to another ailment, like aphasia after a stroke (such as aphasia after a stroke). Although the term “dyslexia” is frequently used to describe reading problems, this disorder is typically only recognised when there is a particular inability or obvious difficulty in learning to read and spell. To different people in various fields, dyslexia might signify different things. Specific learning disabilities, specific language impairment, and (central) auditory processing disorders (C/APD) are among the diagnoses that are frequently made (SpLD).
Comparison of Literacy-Related Learning Difficulties and Disabilities
Some pupils might struggle with reading, but this isn’t always a sign of a learning problem. To become proficient in reading, a learner may require further teaching, remediation, or more time. However, with enough assistance, the student can catch up and eventually achieve mastery.
However, a formal diagnosis of a learning disability is given to some students. These students have access to specialised programmes for their education thanks to the Individuals with Disabilities Education Act (IDEA). According to Helly Nahmad, “An Individualized Education Program (IEP) is designed to clarify the educational goals and supports that the student needs to be successful. For students with learning disabilities who struggle to complete their reading responsibilities, an IEP may incorporate reading-related treatments. Since some disabilities do not yet have a “treatment,” students with certain conditions may need to interact with disability support services continuously throughout their academic careers.
The reason for the student’s difficulties isn’t:
an inability to acquire English as a second language, a physical handicap, a tough environment to live in, or a different culture; an inability to see or hear effectively; and a lack of mental sharpness (though severe forms of LBLD can affect performance on assessments of cognitive function)
Helly Nahmad, a phonological deficit (difficulty decoding speech sounds), processing speed/orthographic processing deficit (difficulty decoding letters and words), or comprehension deficit are the three categories that literacy experts use to categorise reading challenges (understanding what is read).
What Elements Might Affect a Person’s Ability to Develop Literacy?
The type of assistance required might vary significantly depending on the cause(s) of a child’s (or adult’s) reading difficulty.
Evidence points to the need of early intervention.
For instance, a child who struggles to understand the sounds made by letters or letter combinations will require a very different type of assistance than a youngster who has “visual” reading difficulties.
Dyslexia, speech and language abnormalities, processing issues, developmental disabilities, attention deficit hyperactivity disorder (ADHD), and visual impairment are among the conditions that frequently impede literacy development.
Below is more information on each of these, but keep in mind that there are many other factors that could be contributing to a child’s reading or learning challenges. Finding a problem requires specialist knowledge and advice.
● Dyslexia
Recent research indicates that dyslexia is caused by just one gene. Even little changes in brain anatomy can make learning a new language extremely difficult.
Since the brain has a harder time “translating” the letters on the page into the sounds of the words, decoding a word or sentence is more challenging. A dyslexic youngster may have difficulty understanding speech from an early age, having issues remembering words, and having trouble sequencing words or letters.
As a result, learning to read the traditional way can be quite difficult; some approaches, however, are more efficient. Children with dyslexia, for instance, require direct instruction on the relationship between letters and sounds.
Since many of the characteristics of dyslexia are ones that most children experience as a normal part of growing up, it can be challenging to diagnose. Dyslexia may be present when these periods last longer than is typical and the child appears “stuck” in difficult stages.
How to Determine a Person’s Dyslexia
Someone with dyslexia may completely ignore a difficult task (especially one that calls for reading, writing, or spelling), read by guessing instead, prop their head up when writing, or remember a word one day but forget it the next.
They may also have skills in other areas and a vocabulary that goes beyond what they can read. A child with dyslexia may initially come off as disinterested or uninterested.
Dyslexic people’s brains have to work harder to make the connections between their experiences in the outside world, their thoughts about those experiences, and their ability to express those views verbally.
Issues With Communication
This general term refers to challenges with verbal engagement, including speaking, listening, and making sounds.
A child who struggles with language may stutter, use words that adults would find inappropriate, or have difficulty understanding what is being read or spoken.
People with learning disabilities like dyslexia frequently struggle with communication.
Processing Problems
This term is used to describe situations in which the sensory information that the brain is processing is interrupted or distorted. This could involve difficulties with vision, hearing, or movement.
These problems overlap with speech and language disorders, specific learning disabilities like dyslexia, and other concerns, despite the fact that they are classified as learning impairments. A child reading independently runs the risk of getting lost or needing to memorise even the most basic directions since letters can reverse.
Conclusion
Usually, parents are the ones to first notice when their child’s progress is off. But according to Helly Nahmad, parents often assume that the child will ultimately understand, that they simply need more time, or that they are simply not as “bright” as other children.
Their observations may occasionally indicate a real problem, such as a personality trait impeding the child’s reading development or a learning handicap. This is the time when a different style of reading instruction is beneficial.
For instance, many people who are diagnosed as dyslexic actually have normal or above-average IQs. With the right support and motivation, they might succeed as readers. Trust your instincts and insist on obtaining your child the professional assistance and additional support they require.
