I remember at the age of 5 or 6 my dad asked me to spell ‘Cat’ and I found it quite difficult. I sounded it out phonetically but still found it hard to spell. He tugged my ear, and said, “listen to the sound”. It took him writing the word for me to actually spell ‘Cat’. I remember being told in university I was lazy in writing and spelling, and needed to use my dictionary more. I should listen more and teach myself how to read and write again. I later realised I enjoyed reading from back to front, I found it difficult identifying my left side from right and had to reminded myself by feeling a scar on my left palm before I knew left from right. This was my coping mechanism. Not too long ago someone identified I am creative with visualising things, which I did not notice.
Due to the lack of understanding dyslexia, many children and teenagers still have stories like this. The debate by educationalist and theorist is endless (Read), one side suggest there is nothing like dyslexia while others suggest it exist. Institutions label children of having learning difficulties and not identifying their dyslexia. In educational learning and working with children there are three major different learning styles, visual, kinesthetic and auditory. Why hasn’t this been applied to dyslexia? Identifying that some children are creative and maybe have different way of reading and spelling.
While studying Applied Child Psychology one of the modules was on phonetics and how children learn to spell. One fundamental lesson was based on how some children spell phonetically while others learn by memorizing the words. This should be considered and applied into classes by teachers identifying children that learn phonetically or by memorizing words. Children should not be labeled wrongly for having dyslexia but rather teaching should be creative in the class room to help children reach their full potential. Children with dyslexia can be helped from a young age to become competent readers and writers but first the the right support needs to be provided.