Failure in reading has frequently been associated with emotional problems, and, in turn, emotional problems have been attributed to reading failure and reading difficulty. Social adjustment, too, have been related to reading problems. In many cases, intense emotional strain and reading disability seem to interact. Most children with reading problems are not emotionally stable and socially deprived.
According to Page (1952), “there are two emotional factors in reading disabilities: (a) the role of emotion in reading disabilities in which the child’s capacity to direct and concentrate his attention is affected; (b) causes of undesirable emotion reactions wherein more individuals are more prone to develop fear patterns of behavior under stress while others become angry when threatened. ” However, the children need to be considered as identical to the normal children. Thus, they need emotional security, need for personal worth, need for social acceptance, need for order and stability and the need for recreation and play.
Like normal children, they also want to live in a normal way. Attempts have been made to provide these children with whatever kind of help will enable them to lead most nearly normal and self-directing lives. Clinicians have usually considered that the emotional maladjustment produces the reading difficulty; other investigators have claimed that the unsocial and disturbed behavior of the individual is the result of frustration, tensions, stress, and strain associated with failure.
Remedial specialists have recognized personality disturbances and accompany reading disability and have realized that, at times, diagnosis must be administered before correction of the reading difficulty can take place. According to Baker, et. al. (1997), “home and family influences on children’s motivations for reading. Children whose encounters with literacy are enjoyable are more likely to develop a predisposition to read frequently and broadly in subsequent years. ” Young children’s self-initiated interactions with print at home are important behavioral indexes of emerging motivations for reading–intrinsic motivation.
Shared book reading is an important role in promoting reading motivations, when socioemotional climate is positive, children are more interested in reading and more likely to view it as enjoyable – extrinsic motivations. The beliefs held by children’s parents about the purposes of reading and how children learn to relate to children’s motivations for reading. Parents who believe that reading is a source of entertainment having children with more positive views about reading than do parents who emphasize the skills aspect of reading development.
Thus, reading must be iniated at home with the guidance of parents, order siblings and the like. DYSLEXIA: RELATED TO EMOTIONAL AND SOCIAL PROBLEMS Reading disability is of different types. Each them has different causes from the other- either hereditary or environmental influences. Thus, to consider the kind and way of handing children varies according to the reading problem. Some types of reading disability are similar but most are interrelated with each other. Dyslexia is one of the types of reading difficulties.
It is a defective reading which may represent loss of competency following brain injury, degradation of developmental failure to profit from a reading instruction (Arceli, et. al. in Reading Remediation). In other words, Dyslexia is a result of change of function or structure of the central brain. Dyslexia is often genetically determined. According to Michael Ryan, a dyslexic, it is caused by biological factors not emotional or family problem. EMOTIONAL ASPECTS OF DYSLEXIA According to Samuel T. Ortan, “The emotional problems of dyslexic preschoolers emerge when early reading instruction does not match their learning styles”.
Frustration mounts as surpass the dyslexic student in reading skills. It also can be observed when dyslexics are not able to meet other people’s expectations. They would keep on making mistakes and errors and eventually, they grow up believing that it is “terrible” to make a mistake. If they do so, they would be called “careless” or “stupid”. In order to prevent these instances, as teachers, we need to deal and consider these kinds of problems. In doing so, dyslexics need a thorough understanding of their learning disability.
As a mentor, help them with proper guidance and care showing dedication for them. As dyslexic able to understand himself, it will help them predict both success and failure. However, they perform erratically with tasks and their errors are inconsistent. If they are engaged in essay construction, they would be expected to have misspelled a certain word more than 5 times. However, they misspell a word in a different way each time. Thus, remediation is more difficult. Like any of handicapping conditions, it is quite alright to ask, “What do one feels as a dyslexic? Much like normal individuals feels, dyslexic’s feeling is exaggerated. Most dyslexics feel anxious, angry, negative self-imaged, depressed and affected with the feedback of the family members. These emerge from the environment and people around him as to everyday. Dyslexics become fearful because of their constant frustration and confusion in school. Oftentimes, they anticipate failures leading to anxiety. Anger emerges with frequent frustration. The obvious target of their anger would be schools and teachers. However, it is also common for the dyslexic to vent his anger on his parents.
Moreover, because of their low self-esteem, they are afraid to turn their anger to environment and instead turn it toward themselves. Dyslexia brings siblings rivalry in a family. Non-dyslexic children often feel jealous of dyslexic child, who gets the majority of the parents’ time, attention and money. Ironically, dyslexic child does not want this attention. Thus, it increases the chance that he will act negatively against the achieving children. As parents and teachers, we can help them not to cure dyslexia but, at least, to deal successfully with their learning problems.
We must show them support and encouragement. We have to listen to children’s feelings. However, their language problems often make it difficult for them to express their feelings. Thus, adults must help them learn to talk about their feelings. Teachers and parents must reward EFFORT, not just product. For dyslexic, grades are less important than PROGRESS. Finally, it is important to help students set realistic goals for themselves. By helping the child set attainable goals, we can CHANGE the Cycle of Failure