All too often children are labeled as slow or stupid; they are put :: Economics

All too often children are labeled as softened or stupid they are put aside into special classes for the slower kids and looked down upon by the smarter kids.All too often children are labeled as slow or stupid they are putaside into special classes for the slower kids and looked down upon bythe smarter kids. Teachers and parents look at them in disappointmentfor the capital potential they at once saw in their childs eyes has goneto waste. Many teens that now believe that their stupidity is a truthwere once as young children, praised for their quick learning andbrightness. There must be an explanation for this. The explanation forme along with many other kids is the learning disorder calleddyslexia. I would like to give them a combination of the next to definitions. Acomplex neurological condition, the symptoms may effect many areas oflearning and function and may be described as a difficulty in reading,spelling and written language (Reid 2), as defined by The BritishDyslexia Asso ciation in 1997.This is a common definition of dyslexia. The other definition ofdyslexia is an inherited neurological difference, resulting inlanguage, perception, processing, and attention concentrationdeferences (Dyslexia Research Institute 1). Dyslexia is a serious-mindeddisorder that effectuate an estimated 5 percent to 15 percent ofchildren (UniSci 1).This number is extremely high yet many do not know the effects thatdyslexia has on the learning process and the emotional development ofchildren, or understands what dyslexia even is.It has been found through research that dyslexia is a disorderoccurring in the encephalon. On the UniSci WebPages, it was give tongue to that anissue of the American Journal of Neuroradiology provided evidence thatdyslexia is indeed a brain-based disorder (1). Many tests andresearches have been done to prove and also further the discovery ofhow the dyslectic brain works so that we may better understand it.Researchers at the University of Washingt on found that dyslexics wereusing 4.6 times as much area of the brain or five times the brain areato do the same language task as the other kids who were not dyslexic(UniSci 1). That translated means that the dyslexics brain worksmuch harder and uses much more energy than that of a normal psyche(UniSci 1).Also, the researchers found that the difference between the dyslexicperson and a normal person relates to auditory language and not tononlinguistic auditory function (UniSci 1). This was shown through astudy using six dyslexic boys and seven normal boys. All of the boyswere fitted with earphones and asked to perform four tasks while their