Financial Burden of Undetected Dyslexia: Recognizing Dyslexia Early Can Alter Life Trajectories
Developmental dyslexia affects a significant portion of school-age children, with estimates suggesting that 17-21% of students may struggle with this learning disorder. This condition, which can make reading and writing difficult, often goes undetected in traditional schools, particularly for students with moderate to severe dyslexia.
The consequences of not addressing reading difficulties in the early stages, as demonstrated by the cases of two lives, could potentially be reduced. A high school dropout named Jonathan Wilson, who is now incarcerated after committing armed robbery, was never identified as dyslexic until he was imprisoned. Jonathan dreams of becoming a clothes designer, a dream that may have been realised had his dyslexia been identified and addressed earlier.
Similarly, many dyslexic inmates at Elayn Hunt Correctional Center dropped out of school during middle or high school, despite showing signs of dyslexia as early as first or second grade. These students were never identified as dyslexic, a missed opportunity that could have significantly improved their lives.
In an effort to address this issue, schools are turning to specialized programmes such as Orton-Gillingham-based programmes, Wilson Reading System schools, and multisensory structured language education programmes. These programmes, currently being tested in the United States, are designed to effectively teach students with moderate to severe dyslexia.
However, implementing these programmes comes at a cost. The model to identify and teach dyslexic students is expensive, but the cost is paid when the student drops out of school, earns lower wages, or ends up incarcerated. Identifying the cause of a child's reading difficulty before or in first grade can help schools use resources precisely, ensuring that the most vulnerable students receive the support they need.
The reform of the current system involves a variety of measures, including school choice, specialty charter schools, evidence-based pilot projects, home school resources, and virtual classrooms. The term 'neurodiversity' has gained attention and traction among the professional class, with many successful adults in the workplace proudly advocating for acceptance.
One such individual is Cathy Drennan, a dyslexic professor at MIT, who was identified as dyslexic at an early age. Despite her struggles, she received parental guidance and went on to achieve great success. Her story, along with the CBS Sunday Morning video showcasing the difference in outcomes of two lives, both of whom are dyslexic, highlights the importance of identifying and addressing reading difficulties in the early stages.
In conclusion, identifying why students are not reading on grade level by the end of first grade and offering evidence-based instruction can improve outcomes. By implementing changes in the current system, we can ensure that every student, regardless of their learning abilities, has the opportunity to reach their full potential.
Read also:
- Magnesium-Rich Beverages: Origins, Advantages, and Potential Hazards
- Chinese Rare-Earth Mining Endangers the Mekong River's Integrity
- Deteriorating munitions are submerged in the Baltic Sea, and Germany aims to retrieve them before it's too late.
- Individuals Should Act if Drivers Display Risky Behavior - National Safety Awareness for Passengers Week
