Dyslexia | Acquired Obstacles

Acquired Obstacles

These are the conditions that can be prevented by early intervention. The onset is thought to be due to the response of teachers and parents to the lack of adequate performance by children with undiagnosed dyslexia. The children also make their own contribution when they recognize that they are not living up to what is expected of them. Parents also fall prey to these conditions, along with their children, thus worsening the problem.

Poor Self-esteem:

This usually becomes apparent in the fourth or fifth grade when reading becomes a tool for learning. These students recognize that they are not functioning at the level of their peers, causing them to feel inadequate as students, and sometimes as individuals. Once students have acquired poor self-esteem, the focus should be placed on improving their perception of themselves. Any attempts to further improve their scholastic rating will only worsen their self-esteem.

Frustration:

When children become frustrated, their attempts to avoid reading increase. They are then looked upon as being lazy, since they will not read. This place increased pressure, which causes more avoidance of the subject, resulting in total chaos, and propagation of anger with their frustration.

Anxiety:

Overanxious disorder of childhood, as described by the DSM-IV, is a condition that can be treated medically or by counseling. It is suggested that counseling is the treatment of choice due to its efficacy and low side effects. This will be discussed later in this paper.

Depression:

The etiology of Childhood Depression Disorder can be either intrinsic or extrinsic. In this case, reference is being made to the extrinsic source of depression. This will be discussed later in this paper.

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