Is dyslexia real or simply a myth in education context?

Abstract

This paper considers a hot debate ensues in attempt to find a satisfactory answer to the question, ‘Is dyslexia real or simply a myth? This especially comes after remarks from a prominent member in the modern society, the Labour Backbench MP, Mr. Graham Stringer, who asserted that dyslexia was a myth brought forth by education practitioners as cover up for their poor methods of teaching. To a similar extent, the attempt to equally provide a yielding definition for the term dyslexia has also been vain, according to different researchers, the strings of meaning and concepts attached to the term appear to fit their own descriptions and past experiences. The end result of most consequential arguments and debates leave the matter unresolved, this is despite the fact that dyslexia, a type of disorder to many, is a term that has remained quite relevant in most social contexts in recent times. This paper discusses the various arguments that are put forward by main opponents and proponents to the existence of dyslexia, and concludes that dyslexia is a myth, and it is simply a term used broadly to describe the difficulties or limited abilities in demonstrating literary skills, as identified in different people, especially leaners in education contexts

Popularizing Visuo-Spatial Training for Reading Challenges: A Call to Experts in Support of Language and Non-language-based Cognitive Skills Strengthening

“…If we accept a working definition as difficulty in reading and writing language, then we actually have defined a spectrum from poor reader to good reader, with every brain variation in between. Some, in consequence, even reject the idea of dyslexia all together for the idea that we are simply looking at a spectrum of readers as in any other tasks (Tlemissov et al, 2020). Is dyslexia real or simply a myth in education context?…”