CRITICAL ANALYSIS OF DYSLEXIA
Learning means acquiring new or modifying or enhancing existing skills, values, knowledge, preference or behaviour by means of synchronising information. Learning is a process where what is already known is built up on and given a shape.
Human learning occurs as part of personal development, school, training or education. The study that states how learning occurs is included in neuropsychology, learning theory and educational psychology. It may be possible that learning occurs due to classical conditioning or habituation, and with or without conscious awareness.
As opined by Levete (2007), learning difficulty affects the way a person learns. It may not be just pertaining to school but could be from any area of life. It affects the way a person understands information provided and how they communicate their own thoughts and feelings. The difficulties may involve understanding complex or new information, learning new skills, independent coping of situations and occurrences, etc.
Learning difficulty is a general term that is used for varied conditions with diversified symptoms and severities. Dyslexia is a well recognised name, while the lesser known ones include Asperger’s Syndrome, Dyspraxia, etc.
Dyslexia is associated with the difficulty pertaining to learning to read fluently with accurate comprehension even though the individual possesses normal intelligence. Difficulty with phonological awareness and decoding, rapid naming, speed processing, auditory short term memory, language skills, orthographic coding, verbal comprehension are included in this.
The three proposed cognitive subtypes of Dyslexia includes auditory, attentional and visual. According to research literature, Dyslexia is considered to be a receptive language based learning difficulty and also affects the expressive language skills of individuals, (Reid 2007).