Abstract
Dyslexia is a common mental condition that affects a significant number of school-going children. This study seeks to investigate how dyslexia defines the personality, quality of life, and behavioral characteristics of children. The researcher used data from secondary journal articles and books to inform the conclusion and recommendations. Data from a survey conducted also helped in verifying information obtained from secondary sources. The findings of the investigation revealed that dyslexia is a common mental problem that affects a significant number of school-going children. Although they cannot be completely preventable, the study suggests that it is possible to manage them effectively. If left untreated, dyslexia may have a major negative impact on the quality of life of a child. It can also affect a child’s personality and behavior as they develop. Close cooperation of parents and teachers can help in effectively managing the condition.
Introduction
Dyslexia sometimes referred to as a reading problem, is classified as a learning disorder characterized by difficulty in reading, a problem that experts believe is associated with their inability to identify speech sounds. Such individuals find it difficult to relate letters with words (Huang et al., 2020). The condition is more common than is often reported, and many scholars contend that some people do not even realize that they have the condition (Intriago et al., 2021). The severity of dyslexia varies, and in most cases, those with severe symptoms are the ones who are often diagnosed with the problem. Those with mild conditions rarely realize that they are suffering from the problem. They may think that they are normal, with a minor problem of being slow learners.
Dyslexia, among other mental problems, has a major effect on the quality of life of children. According to Theodoridou et al. (2021), many children with this condition suffer in silence because it is not diagnosed. As such, they struggle in academics, often believing they are less talented than their colleagues. As a defense mechanism, some of them would become introverts to avoid groups that may remind them of their mental challenge. Savari et al. (2021) argue that such children tend to be psychotic and neurotic. They develop self-doubt, negative feelings about themselves, anxiety, and depression. These factors tend to worsen their condition if effective measures are not taken. In this paper, the researcher sought to explore the impact of dyslexia on the personality traits, behavioral patterns, and life quality of children.
Purpose of the Research
Dyslexia is a common problem that affects a significantly high number of children. The fact that most of these cases are rarely reported means that some of these children do not even understand the problem that is affecting them. They end up classified as academic dwarfs who are not capable of mastering simple concepts. The fact that dyslexia affects a learner’s reading and writing capability means that their performance in other subjects will also be affected. They will constantly be struggling to catch up with their peers in class (Savari et al., 2021). If this condition is not correctly diagnosed and effectively addressed, it may have devastating consequences for a learner. The goal of this project is to investigate the prevalence of this problem and its effect on children and propose strategies that can be used to mitigate it effectively.
Literature Review
Mental health is an area of medicine that has attracted massive attention from scholars over the years. Theodoridou et al. (2021) explain that mental health issues vary and they affect people differently. In this project, the aim was to dyslexia and other mental health problems and how they affect the life quality of children. Dyslexia and other related complications have a major effect on the development of a child. In many cases, the affected children may not understand their unique conditions, but they will realize that they are different. They will notice that they are not able to learn as fast as their colleagues (Huang et al., 2020). When their condition is not properly diagnosed and solutions found, they may develop more serious developmental problems. This section of the report focuses on the problem based on what other scholars have found out in their investigation.
Defining Dyslexia
It is necessary to understand this condition so that it is not mistaken for other mental health problems. Huang et al. (2020) define dyslexia as “a learning disorder that stems from the lack of ability to properly decode words, and it is usually reflected in the ability to process sounds.” Those who suffer from the condition have the problem of reading and sometimes writing. Their condition is manifested by inaccurate recognition of words, which explains why they struggle to read. The author explains that the condition is unrelated to one’s intelligence, sensory abilities, general developmental disorders, and other cognitive abilities (Huang et al., 2020). It is common to find a person who suffers from this condition excelling in other subjects, especially in sciences and mathematics. It means that having this condition does not necessarily mean that one cannot register a good performance in their academics. Dyslexia remains one of the most prevalent mental developmental disorders among children, estimated to affect about 10% of school-age children (Leitão et al., 2017). The number could be higher because most of the cases are unreported, especially in developing countries. Studies have also shown that this condition is more prevalent in boys than it is in girls.
Causes of Dyslexia
Mental health experts have not been able to identify specific causes of dyslexia, a condition that manifests itself at an early stage when a child is learning to speak. However, they have identified risk factors that are often associated with the condition. One of the main risk factors is a family history (Matteucci et al., 2019). If one of the parents or a close relative had the same problem, the chances are high that the child may have dyslexia. Studies have also shown that low birth weight and premature births may be associated with the condition. Research has also shown that exposure to alcohol, drugs, or infections during pregnancy may affect the development of the fetus’s brain. Such a child is likely to develop one of the brain development challenges. In some cases, differences in parts of the brain responsible for enabling reading may be the cause of the problem (Theodoridou et al., 2021). These scientists admit that some other factors, yet to be fully explained scientifically, may be responsible for the problem.
It may be possible to eliminate some of the risk factors to lower the chances of a child having dyslexia. For instance, a pregnant mother can stop taking alcohol and drugs for the entire period of pregnancy. They can also avoid taking any food substances or medications that can potentially harm the brain development of the fetus. However, Sorrenti and Filippello (2021) admit that it may not be possible to eliminate all the factors that may cause the condition, most of which may not be influenced by the mother. As such, it is essential to find ways of addressing the problem effectively.
Complications Relating to Dyslexia among Children
Children who suffer from dyslexia, whether it is diagnosed or not, face various complications that directly affect the quality of life in school. Identifying these specific challenges makes it possible to find a way of addressing them. One of the common problems that these children face is difficulty in learning. In all subjects, students are expected to take notes that they have to read to grasp the concept taught. They are also required to conduct further reading of textbooks to enhance their knowledge in that specific subject. A learner with dyslexia, they find it difficult to read such texts (Intriago et al., 2021). It means that it will take them longer than their peers to read. This problem poses a challenge not only in languages but also in other subjects that require them to read. Such a learner may register below-average performance in almost all the other subjects if an effective solution is not developed.
Dyslexia may cause major social problems if it is not addressed as a child develops. One of the major social problems related to dyslexia is low self-esteem among the affected group (Matteucci et al. 2019). As they struggle with the problem, they realize that they cannot perform as effectively as their peers in class. Sometimes they are subjected to ridicule and criticism when they fail to pronounce words correctly in reading classes. They then degrade themselves, believing that there is nothing positive that can come out of them. They will be withdrawn, as a defense mechanism, avoiding people as a way of hiding their problem. Such a negative feeling towards self may affect their ability to learn beyond the actual effect of dyslexia. They will have a mental shutdown and, in many cases, develop a negative attitude toward school and learning in general. Given a chance, such a child would prefer to drop out of school to avoid the pain and humiliation that they face.
Anxiety sets in among these children whenever they feel their weakness is about to be put to the test. The condition may be worsened if such a child feels that the teacher is highly demanding. They will develop intense fear just before and during such classes (Livingston et al., 2018). It is easy for such a child to become verbally and physically aggressive. As a way of protecting themselves, they can attack those who they believe are mocking them. They believe it is the only way of defending themselves and passing a message to others who may want to ridicule them. Such children can easily develop behavior problems, always avoiding social settings.
The problem may become more complicated as a child develops if an effective solution is not managed. The learning problem may worsen, especially if the problem of low self-esteem, discussed above, is not addressed (Fabrazzo et al., 2021). When a child embraces the belief that they cannot make it in education, their performance will gradually deteriorate. With dropping grades and poor social skills, the life of such a child may be worse as an adult. They may require parental support even in the advanced stages of their life when they are expected to be socially and financially independent.
Other Common Mental Diagnosis among Children
The primary focus of this research was dyslexia and how it affects the life quality of children who are affected. However, the researcher considered it necessary to look at other mental help problems which also affect children. One of the common mental problems among children is anxiety disorder. It is a condition where a child is in perpetual fear (McCormick & Scherer, 2018). The fear may be caused by stressful events at school, at home, or their dyslexia, as was mentioned above. Such a child cannot effectively concentrate on their studies if their anxiety is not properly managed. Their ability to interact with their peers and engage in co-curriculum activities such as sports is also compromised significantly.
Attention-deficit disorder is another major problem that may affect a child. The condition is characterized by impulsive behavior, hyperactivity, or difficulty with attention (Livingston et al., 2018). Such a child may exhibit abnormal traits such as aggression for no apparent reason or being rude to those who are in authority. They constantly require the attention of their teachers, even at times when they are expected to work independently. The condition may become less severe as a child develops, but it needs some form of therapy. It also requires responsible adults, especially the teacher and parents who constantly interact with the child, to understand the condition and find a way of managing it.
Bipolar disorder is a condition that may affect the learning and development of a child. The disorder involves having major mood swings that cannot be explained, ranging from manic highs to depressive lows (Fabrazzo et al., 2021). The precise cause of this condition has not been scientifically determined. During the episode of manic high, the child will have high energy, restlessness, insomnia, and an inability to interpret reality (Fabrazzo et al., 2021). They can take major risks or tasks which are beyond their capability. During the depressive lows, they exhibit low energy, low interest in normal activities, and a lack of motivation. During such times, they can give up easily on tasks that they have the capacity to accomplish.
Post-traumatic stress disorder (PTSD) remains a common problem that affects both adults and children. According to Sorrenti and Filippello (2021), a child suffering from the condition is often emotionally stressed and anxious, has sad memories and nightmares, and may exhibit disruptive behavior. These conditions are often directly attributed to abuse, injury, violence, or traumatizing experience. Such a child can be suicidal if the causative agent is not eliminated. They can also pose a major threat to fellow students, teachers, and their parents. Their academic and developmental life is often affected by a lack of attention and interest in life and important things. Instead of concentrating in class, they will be focusing on their problem and planning on how to overcome them. They may be intelligent children, but their lack of concentration may affect their learning.
Methodology
The previous chapter has provided a review of what other scholars have found out in this field of study. Further analysis was necessary to understand this problem and to provide evidence-based solutions. As noted in the previous chapter, many children struggle with the problem without any assistance because it is not diagnosed as a problem, or those who are responsible do not know how to deal with it. In this section, the researcher discusses the data used in the study, and how it was collected, analyzed, and presented. Validity and reliability and issues about ethical considerations are also addressed in the chapter.
Data Search and Sources
It is important to define the nature of data and how it was obtained in the study. Hennink et al. (2020) advise that a researcher should have data from credible sources to enhance the reliability of the study. Data used in this study was obtained from both secondary and primary sources. They majorly included scholarly journal articles published within the past five years. The articles had to meet other inclusion criteria beyond the date of publication. They had to be based on primary data conducted by the authors on children suffering from dyslexia with a sample size of at least 20 participants. They had to be publications of at least five pages and peer-reviewed. The materials were thoroughly screened before being used to determine their credibility in making specific claims. A few credible books were also included to support the information from other sources.
It was desirable to collect and analyze primary data from a small sample of respondents. Despite the limited time and constraints associated with COVID-19, the researcher made an effort to find a small sample of participants to help facilitate the collection of primary data. As such, it avoided a case where findings and conclusions are primarily based on data from secondary sources. The researcher conducted a study at three local schools that have been publicly championing the support of children with dyslexia and other mental disorders. Given the limited time, it was not possible to monitor the learning progress and challenges that these students faced. Such a study may take months or even years to collect comprehensive data. The alternative strategy was to interview teachers who have been handling these students. They have spent years with these learners and are in the best position to explain their unique challenges.
Sampling and Sample Size
The limited time available for the study meant that the researcher had to sample a reasonable number of teachers to take part in the investigation. Sampling is essential when dealing with a large population, and the resources available cannot facilitate collecting data from everyone (Crosby & Salazar, 2021). Voluntary response sampling (non-probability) sampling was considered most appropriate for the study. It meant that those who participated in the short interview were teachers who volunteered to do so on short notice. They had to be teachers who have handled children with dyslexia for at least 12 months to meet the inclusion criteria. A sample size of 20 participants met the data saturation criteria for this research.
Data Collection
When a sample has been identified, the next step is to collect data from them. The small sample size made it possible for the researcher to conduct an interview with the participants. A questionnaire was developed after developing the proposal. When approval was obtained from the administrators of the selected schools, the researcher approached the participants, and a sample was selected. Those who took part in the study selected the day they wanted the interview to be conducted. A face-to-face interview was conducted to facilitate the data collection process.
Data Analysis and Presentation
Once data is collected, it is essential to make sure that it is processed and presented in a way that makes sense to the reader and directly answers the research question or goal of the research. The focus of the project was to probe the effect of dyslexia on the personality traits, behavior, and life quality of children. Both qualitative and quantitative analysis was considered the most appropriate method of processing the data. The qualitative method makes it possible to explain the problem and how it affects the study group (Hennink et al., 2020). It allows respondents to provide a detailed explanation of their problem beyond specific limiting provisions, which are common in structured questions. The outcome of the analysis made it possible to present the findings in the form of themes. On the other hand, quantitative methods make it possible to assess the severity of the situation under analysis and the impact.
Validity and Reliability
The problem of dyslexia and its effects on children is a major issue that needs to be dealt with by different authorities. It is possible that this document may influence policies and regulations set by the government or other relevant agencies. As such, it is important to ensure that the information presented is evidence-based and reliable. The validity and reliability of this report were ensured in different ways. The researcher ensured that all the secondary sources used were reliable, as discussed in the section above. Primary data was collected from teachers who have experience handling children with dyslexia. Personal bias was avoided in the process of collecting and processing data.
Ethical Considerations
When collecting data from primary sources, it is necessary to take into consideration ethical requirements. One ethical consideration when collecting data from primary sources was contacting the management of the selected institutions and getting the relevant permission before reaching out to their employees. Administrators of these schools were contacted, and the goal of the study was explained to them. Upon getting permission, the researcher reached out to the teachers and informed them of the academic project and the role they were expected to play. Those who met the inclusion criteria were included in the study based on their willingness and availability. All their questions and concerns were addressed before they could take part in the investigation. Upon the request of the administrators of two of the schools involved in the study, their identity was protected.
The researcher did not ask why it was important for the administrators to hide the identity of their institutions in the study, but their request was respected. Consequently, all the participants had their identities concealed. Instead of using their actual names, they were given coded identities. As an academic requirement, this document avoided all forms of plagiarism. Information obtained from secondary sources was cited using APA referencing style, seventh edition, and a list of the sources provided. It was also completed and handed in at the right time.
Discussion of Findings
The review of the literature revealed that mental disorders affect the personality, behavior, and quality of life of learners. The previous section has explained how data was collected from primary sources and processed to help respond to the research question. In this section of the report, the focus is to present findings made through the investigation. The analysis involved the use of both qualitative and quantitative approaches to data analysis.
Life Quality Impact of Children with Dyslexia and Other Mental Diagnosis
The researcher was interested in identifying some of the most prevalent mental disorders in the local schools based on the experience of the teachers who took part in the collection of primary data. The review of the literature identified dyslexia as one of the most prevalent conditions. The question below was presented to the respondents, and their answers helped in ranking the most prevalent mental disorders, as shown in Table 1 below.
Which is the most common mental disorder you have encountered among your students?
Table 1: Common Mental Problems Among Learners
The information obtained from these participants was analyzed statistically and presented in the chart below. It is evident that post-traumatic stress disorder is the most common condition that these teachers reported. It was closely followed by dyslexia, which means that information from secondary sources was validated. Dyslexia is a common problem that affects a significant number of learners in the country. Anxiety disorder was also reported, with some teachers explaining that it was a common problem when students are approaching exams and when waiting for their results. Bipolar disorder and attention-deficit disorder are other mental health issues that should not be ignored.
Using open-ended questions, respondents provided further insight into the data above. One of the respondents explained that PTSD remains the most common condition among children coming from abusive families. The traumatizing experience they witness at home or sometimes go through, creates constant fear and anxiety. They spend a lot of time thinking about these stressful experiences instead of studying. It was also one of the easiest mental disorders to diagnose for the teacher. One of them explained that any teacher who is keen would notice a sudden change in focus of a student, which is a common characteristic among those affected. Dyslexia was another common problem to diagnose, especially by English language teachers. The information was statistically analyzed and presented in figure 1 above.
After identifying the most prevalent mental disorder, the next step was to determine their effect on the quality of life of the students. Having spent time with these learners, the teachers were in a position to determine the effect of the disorders on learners’ quality of life. The researcher asked them to state whether they agree with the statement that mental health problems have a major effect on the quality of life of a student. Figure 2 below shows the response obtained from the participants. There was a near-unanimous agreement among them that the condition has a major effect on the life of the learners. 45% of the respondents strongly agreed with the statement, while another 50% agreed. It means that 95% of the respondents believe that dyslexia and other mental health conditions have a major negative impact on learners. Only one respondent stated that they were not sure about the actual impact. None of those who participated in the study disagreed with the statement.
The researcher was keen on determining how these conditions, especially dyslexia, specifically affected the quality of life of the affected students. According to Intriago et al. (2021), one of the first steps in solving a problem is by clearly defining its nature and how it affects the subject. In this case, it was necessary to determine the impact that dyslexia has on learners.
Impact on Personality of Children with Dyslexia
Dyslexia has been related to specific personality traits that are detrimental to learners’ success. Data collected from the participants showed that learners with dyslexia are more likely to be introverts (45%) than their colleagues who are normal (20%). This trait is specifically negative in a modern learning environment where students are expected to be active. The student-centered approach of teaching requires learners to take a leading role in the learning process, always engaging with their colleagues to discuss questions and find answers. However, these learners are more comfortable in an environment where they are alone. They will avoid peers who can help them overcome the challenge that they face.
Lack of interest in classwork is another major trait that is common among such learners. One of the respondents explained that it is common to find cases where such a learner is active in co-curriculum activities. They may be successful in sports, drama, music, or any other activity outside the classroom. However, when it is time to concentrate in class, their interest is lost. The condition can be so bad among some of these learners that they completely block the possibility of grasping any concept taught in class. In such cases, the trait worsens their already poor learning ability. They reinforce the belief that they are academically challenged and that any time spent in class is wasted. If the condition is not accurately diagnosed and addressed, such learners tend to register poor performance in most of the subjects in class.
Impact on Behavioral Characteristics
The data revealed how learners with dyslexia tend to relate with their peers and their environment. One of the teachers reported aggression as one of the common behavior among those who suffer from the condition. These students tend to struggle academically and are sometimes unable to read simple words. As such, they are always ridiculed by some of their colleagues. As a defense mechanism, they tend to be physically or verbally aggressive when responding to such an attack. The aggression is caused by the desire to defend themselves. In other cases, such learners become withdrawn and anxious when engaging with their peers, even on non-academic issues.
Students suffering from this condition often find reasons to avoid attending some classes, especially the languages where they are expected to speak. They can fake sickness because of their desire to avoid embarrassment. Such actions tend to worsen their performance even further, as McCormick and Scherer (2018) observe. When they are forced to attend these classes, they are rarely active. When asked questions, they fumble answers, more concerned about the reactions of colleagues than the correctness of their responses. They have conditioned themselves in a way that they believe that their answers will always be wrong. So their main concern is the manner in which they are likely to be ridiculed. They get frustrated with the constant struggle of gaining acceptance among peers.
Conclusions
The analysis of data from both secondary and primary sources identifies dyslexia and other mental health disorders as major impediments to the quality of life of learners. Dyslexia and PTSD have been determined to be the most prevalent mental health challenges that students face. The study shows that even though it is not possible to completely eliminate dyslexia, the condition can be managed. The problem is that sometimes it may not be easy to diagnose the condition, especially in large classes where teachers do not give personalized attention to each student. When the condition is not managed, a student may not only drop in their academic performance but their social lives may be affected as well. They become introverts who constantly avoid the presence of their peers. The following recommendations should be considered to help manage dyslexia and other mental health problems among learners:
- Students with dyslexia need extra attention in class because they may be intelligent but are slow learners;
- Teachers need to protect students with dyslexia from ridicule or criticism by explaining to the class the uniqueness of their condition and the need for support;
- Teachers should work closely with parents to foster an environment for continuous learning for these students both at home and in school.
Future scholars who may be interested in conducting further investigations in this field should take into consideration the following:
- To investigate ways in which the modern student-centered approach to learning affects the social and academic lives of these learners;
- To determine ways in which a student-centered learning approach can be tailored to make it favorable to learners with dyslexia and other mental conditions.
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