AConsistently spell the same word incorrectly every time they write it.
BSpell a word correctly one day and not the next
CShow excellent reading comprehension but struggle with verbal expression.
DAlways write letters and numbers backward.
Answer:
B. Spell a word correctly one day and not the next
Read Explanation:
Understanding Dyslexia and Its Impact on Spelling
What is Dyslexia?
Dyslexia is a specific learning disability that is neurobiological in origin.
It is primarily characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
These difficulties typically result from a deficit in the phonological component of language, which is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
The Nature of Inconsistent Spelling
One of the most characteristic signs of dyslexia is inconsistent spelling. This phenomenon means that a child with dyslexia might spell a word correctly on one occasion and then misspell it on a subsequent occasion, sometimes even using different misspellings for the same word.
This inconsistency is not due to a lack of effort or intelligence, but rather a reflection of the underlying neurological differences in processing language.
It highlights the difficulty individuals with dyslexia have in creating and retrieving stable orthographic representations (mental images of how words are spelled) in their long-term memory.
Underlying Causes of Inconsistency
Phonological Processing Deficit:
The core difficulty lies in phonological awareness, the ability to recognize and manipulate the individual sounds (phonemes) within words. If a child struggles to hear and differentiate sounds, it's harder to map those sounds to corresponding letters.
Working Memory Challenges:
Individuals with dyslexia often have difficulties with their phonological loop, a component of working memory responsible for holding sound-based information temporarily. This makes it challenging to hold sound sequences in mind long enough to encode them into spelling.
Difficulty with Automaticity:
Spelling for individuals with dyslexia often remains a conscious, effortful task, rather than becoming automatic. This lack of automaticity contributes to variability and inconsistency.
Retrieval and Encoding Issues:
Even when a spelling rule or a word's spelling has been learned, difficulties in efficiently encoding that information into memory or retrieving it reliably can lead to errors at unpredictable times.
Key Facts for Competitive Exams
Prevalence: Dyslexia is the most common learning disability, affecting approximately 5-10% of the population, though some estimates go higher.
Neurobiological Basis: Brain imaging studies have shown differences in brain activity patterns in individuals with dyslexia, particularly in areas related to language processing.
Early Identification: Early signs often include difficulty with rhyming, learning the alphabet, blending sounds, and recognizing letter sounds, in addition to spelling inconsistencies.
Co-occurrence: Dyslexia frequently co-occurs with other learning differences like ADHD (Attention-Deficit/Hyperactivity Disorder) and dysgraphia (difficulty with writing mechanics).
Intervention: Effective interventions for dyslexia are typically multisensory, explicit, systematic, and phonics-based, such as the Orton-Gillingham approach. Early intervention is crucial.
Lifelong Condition: Dyslexia is a lifelong condition, but with appropriate support and strategies, individuals can achieve academic and professional success. It is not indicative of overall intelligence.