Dyslexia is a widespread disorder among school-age children that combines difficulties in the components of reading and writing. Such violations are expressed in problems with speech processes and pronunciation of individual words. In addition, dyslexia directly affects the quality of assimilated information, causes difficulties in learning new material. It becomes difficult for a child to remember a particular set of phrases, often confused in terms and concepts. Actually, dyslexia observed in children causes adverse consequences both inside and outside the school process.
Indeed, the impact that dyslexia has is different for each person and can depend on the severity of the condition and the effectiveness of training. Children with the “disorder” have difficulty reading and writing and face obstacles requiring more complex language skills (Juneja, 2018). In fact, it is not easy for them to express their thoughts, feelings, and emotions, understand themselves, and understand what other people mean. Such problems can affect self-esteem and an inadequate attitude to a child’s inner self, lead to suppressed mood and depression (Lindeblad et al., 2019). Realizing the existing “ailments,” children often lead to poor academic performance and unwillingness to engage in educational activities (Juneja, 2018). Studies show that children with dyslexia are characterized by more challenging, uncontrolled behavior; they are often susceptible to mental and physical illnesses (Huang, 2020). These children are withdrawn, uncommunicative, and it is arduous for them to make new friends and acquaintances (Huang, 2020). Experiencing severe stress due to specific “shortcomings,” several children with dyslexia would have severe problems at school, in the workplace, and relationships with other people.
In conclusion, dyslexia is a severe and chronic problem that can have adverse consequences if it is not detected in time. Children with dyslexia have an unstable mentality and unpredictable behavior. Experiencing difficulties in the perception of the text and the inability to express thoughts hinder the assimilation of the educational program and, as a result, form a persistent adverse reaction in children to learning at school. Due to ailments, it is difficult for children with dyslexia to find a common language with their peers and understand them. Such violations lead to obstacles within the walls of a school, in employment, and in relationships with a partner.
Huang, Y., He, M., Li, A., Lin, Y., Zhang, X., & Wu, K. (2020). Personality, Behavior Characteristics, and Life Quality Impact of Children with Dyslexia. International Journal of Environmental Research and Public Health, 17(4).
Juneja, P. (2018). Dyslexia: Challenging behaviors and characteristics. Indian Journal of Health and Wellbeing, 9(7), pp. 964-967.
Lindeblad, E., Nilsson, S., Gustafson, S., & Svensson, I. (2019). Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability. Cogent Psychology, 6(1).