Using the Literature Based Approach to Enhance the Comprehension Levels (PART 5)

Authentic Assessment

Alternative assessment requires students to demonstrate the skills and knowledge that cannot be assessed using a timed multiple-choice or true-false test. It seeks to reveal students' critical-thinking and evaluation skills by asking students to complete open-ended tasks that often take more than one class period to complete. It uses activities that reveal what students can do with language, emphasizing their strengths instead of their weaknesses.

Literature Based Approach allows for the students to be active agents in their own learning. It promotes collaborative work so that learners contribute to class activities through direct interaction with their teacher as well as fellow peers. Because it is student centered, and it develops their meta-cognitive abilities, students share information through asking questions and reflecting on their own understanding in making sense of what they were told. In order to determine whether or not learning took place, one has to give assessment activities. Authentic assessment is encouraged in most if not all school today. The Literature Based Approach permits assessment tasks to be either traditional or authentic.  

Other things to Note 

Prescribed texts will not serve to immerse the students in reading. They need books which they are able to read for what Rosenblatt (1978) describes as aesthetic purposes. That is, reading for pleasure. Smith and Wilhelm (2002), both authors, found that allowing students’ choice in their reading selection broadens text types read in class and encourages interest in reading itself. 

Children learn to read by reading. 

The more they are immersed in reading, the more skillful they become at reading. The more they read, is the more likely they are to understand what they read. This idea is supported by the American Association Of Teachers (Feb 1942), where they state that ‘We learn to read by reading and in order for them to achieve that, they must be provided with the reading material which challenges their intellect as well as suitable for their age and grade level.  

Identifying students’ interests is of cardinal importance in the development of children’s comprehension skills. It helps not only to keep them focused in class but also to determine their various talents. This technique of accommodating students’ various talents is supported by Grant L. Martin, PhD, (n.d), who states accommodation as being flexible in classroom procedures by matching instructional techniques to the learning features of specific students. This is also known as remediation, an individualized procedure based on planning to meet students’ individual needs. Therefore, by having applied this to her class the teacher/researcher chose to call up on various talents that the students may have. At the end of each of those lessons, it was evident that more students had learnt than from lessons where they were not so interested.

Boys and girls learn differently. 

As stated by Lisa Zamosky , MD (n.d), reading and writing may be more difficult for boys in early elementary years than for girls. According to Jane McFann in her book ‘Boys and Books’; ‘young male readers lag behind their female counterparts in literacy skills. It was evident in most classes that the male students shied away from reading whilst the girls were eager to read. This might have been due to the interest of the boys. In ‘You Got to Be the Book’ by Jeffrey Wilhelm explains that in order for students to understand text, they must first interact with that text responsively. Boys and girls interact with text in different ways. Boys need to be introduced to books that engage their full attention.  

Evaluating lessons and any activity that was done in any particular class helped the teacher and researcher to determine the strengths and challenges of the students as well as within the teaching method. 

Using the Literature Based Approach to Enhance the Comprehension Levels (PART 4)

Literature Based Approach:

Literature-Based Approach instruction is the type of instruction in which authors' original narrative and expository works are used as the core for experiences to support children in developing literacy. (Tunnell & Jacobs, 1989). Literature-based instruction is much more than giving students quality literature; it is doing the authentic things with the literature that all writers and readers would naturally do, and giving students support with these activities as they need it.

According to an article published by Kortner (1999), the members of the Natural Resources Institute (NRI) believe that ‘literacy can be promoted by developing children’s joy in stories and by instilling in youngsters an early love of literature through positive contact with books’. (Cullinan; n.d). Within the same article states, ‘Through the use of children's literature in a school reading program, youngsters can enter the world of literature while they learn to read. Works of literature can have an integral place in the earliest stages of a reading program through a teacher's practice of reading aloud [Higgins, n.d].

Some language arts specialists hold that real stories and real characters are better vehicles for teaching reading comprehension than the basal readers and accompanying workbooks [Smith-Burke, n.d]. At the very least, real literature could be substituted sometimes for the excerpts found in basal readers’. 

The Teacher’s role in Literature Based Approach:

With this use of teaching, the teacher's role becomes one of planning and supporting authentic learning experiences. A Literature Based Approach to enhancing comprehension skills not only gets the students involved freely in their learning, it also helps students to get along through encourage group work. It is great for working with groups as well as individually. It provides not one, but a variety of ways and tasks for learning to take place. 

Students and the Literature Based Approach

The major impact and benefit of using a Literature Based Approach is that the student or students may develop a love for reading and feel empowered to encourage others to want to be great and voracious readers as well. Another great benefit is that students are not hindered by vocabulary choices and are not given controlled vocabulary to develop particular reading skills, rather, they are presented with stories and books written as literature. 

Thinking along the routes of the Top-Down Approach to teaching and learning, LBA incorporates this strategy where whole text is reviewed before learning the parts and structures. Fountas and Hannigan (1989) contend that once students understand the general meaning of the whole text, they are better prepared to deal with the analysis of the parts. This was quite debatable as many believe that children are to be taken through the analysis of the various parts and structures before interacting with the whole text.

Using the Literature Based Approach to Enhance the Comprehension Levels (PART 3)

Comprehension

Comprehension is, especially reading comprehension, the underlying issue for many educational problems seen in today’s society as well as in past times. The term comprehension, according to Cooper (2002), refers to ‘the strategic process by which readers construct or assign meaning to a text by using clues in the text and their own prior knowledge.’ (pg. 11). Reading comprehension, therefore, is one’s ability to understand text in its various forms. 

The article ‘Adolescent Literacy Addressing the Needs of Students in Grades 4–12’ by Joan Sedit speaks on the importance of text comprehension. It highlights the fact that comprehension ‘varies depending on the text being read.’ It goes further along to speak on the main areas which should be focused on which are decoding and fluency. Decoding, according to her, is entirely dependent upon an individual’s ability to understand the relationship between the letter in written words and their sounds when spoken. Fluency, in comprehension enables the readers to get a better understanding of what he or she is reading. With this readers accurately and smoothly repeat what is on paper without much consciousness of what is going on. However, comprehension may be limited in some readers and it is up to instructors to create strategies to use to help such readers to excel in their reading activities.

Schema and Learning 

Linguists, cognitive psychologists, and psycho-linguistics have used the concept of scchema (plural: schemata) to understand the interaction of key factors affecting the comprehension process. Simply put, schema theory states that all knowledge is organized into units. Within these units of knowledge, or schemata, is stored information. A schema, then, is a generalized description or a conceptual system for understanding knowledge or how knowledge is represented and how it is used. Individuals have schemata for everything. As stated by Rumehart (1980), schemata can represent knowledge at all levels - from ideologies and cultural truths to knowledge about the meaning of a particular word, to knowledge about what patterns are associated with what letters of the alphabet. 

We have schemata to represent all levels of our experience, at all levels of abstraction. Finally, our schemata are our knowledge. All of our generic knowledge is embedded in schemata.

Using the Literature Based Approach to Enhance the Comprehension Levels (PART 2)

Language Based Approach

On the one hand, according to Illeris (2000), Ormorod (1995), learning refers to the process that brings together cognitive, emotional, and environmental influence and experiences for acquiring, enhancing, or making changes in one’s knowledge, skills, values and world views. 

Marcus Garvey, once stated in one of his many speeches, “a reading man and woman is a ready man and woman, but a writing man and woman is exact.” He also stated, that “progress is the attraction that moves humanity.” The way to achieve success and progression, I believe, is through the appreciation of education for each person in a nation. I quote, yet again, Marcus Garvey, as he speaks words of wisdom. “There is no force like success, and that is why the individual makes all effort to surround himself throughout life with the evidence of it; as of the individual, so should it be of the nation.” 

According to Reutzel and Cooter (2005), ‘fundamental knowledge for every teacher of literacy includes understanding theories of the reading process and the variety of instructional models that spring from these theories’. They even go further along to say that teachers who know how theory and practice relate are better able to see and understand connections between various explanations of the process of learning to read and the multitude of potential instructional choices for teaching children to read. 

In the same breath, is the definition for the term learning? According to Illeris (2000), Ormorod (1995), learning refers to the process that brings together cognitive, emotional, and environmental influence and experiences for acquiring, enhancing, or making changes in one’s knowledge, skills, values and world views. A child begins to learn as soon as he is born. Childhood environments that support early literacy development and excellent instruction are essential to their growth and development. It is important that learning begins at a tender age so as to ensure strong cognitive skills as they make work simpler, quicker and more proficient. Reading is said to be essential to success in society. However, if one does not comprehend what is being read, how can it lead to success? Therefore, I say that comprehension is essential to success in society. Nevertheless, the ability to read is highly valued and important because it aids us with social and economic advancement. It is imperative that steps be taken to ensure that children overcome these stumbling blocks during the primary grades. 

Both parents and teachers should consider the key elements that all children need in order to become good readers. These elements are simply, letters and sounds and how to read for meaning, as well as appropriate opportunities for reading with many type of text material. Immediate attention and focus on these areas help to correct three of the most potential challenges are known to throw children off course as they embark on their journey to become skilled readers. These challenges include difficulty to understand and use alphabetic principle, failure to transfer the comprehension skills of spoken language to reading and acquire new strategies that may be specifically needed for reading. 

Using the Literature Based Approach to Enhance the Comprehension Levels (PART 1)

At the heart of every reading exercise is comprehension. Comprehension is the ability to understand what is decoded. The skills in comprehension include the ability to summarize, to determine importance, to visualize, to retell and to question the text. Many students have difficulty comprehending. It is, therefore, relevant that literacy programmes are developed to help such students. A literacy programme is defined as a planned sequence of activities designed to teach students requisite literacy skills that will ultimately result in competence. Through this process, learning can take place and an improvement in the child’s performance, attitude and confidence will be seen. 

In the Jamaican society today, the Ministry of Education Youth and Culture

developed and endorsed the slogan, “Every Child Can Learn, Every Child Must Learn.” Literacy is one of the key factors in the mission for success. It should be that everyone has a thirst for learning. Without education one is deprived of certain things in society such as a decent job. When literacy is a part of one’s life, it presents a further foundation for further learning to take place. I believe in the whole language approach to literacy, in which emphasis is placed on not just reading and writing, but more on comprehension. This, I believe, can be achieved through the planning, implementation and evaluation of well deserved literacy programmes so that it may be decided how best to help the ‘children of tomorrow’. This will help to highlight the fact of literacy being more than the ability to read and write. The influence of the home plays an important part on school life.

Various ways such as dramatization, role-play, poetry, as well as other creative ways can be used to enhance lessons as well as to get students to express themselves. This in turn, helps to enhance students’ imagination therefore, giving them the confidence to express themselves freely without being condescending. 

Missing in Action - "The mystery surrounding the disappearance of Amelia Earhart"

Is it truly possible for someone to just disappear without a trace? One of the greatest mysteries of all time seems to be centred on one such event. A seemingly blossoming female pioneer of her time, Amelia Earhart, in June 1937, set out on her journey with her navigator Fred Noonan, only to never be heard from again only a month after. To date, their disappearance has remained a mystery. However, over the years, many theories have been developed but none yet proven as to what really happened to Amelia Earhart. Some speculate that her plane crashed on Nikumaroro Island in 1940 (Jantz) , and some that she was held captive by the Japanese (Katz 2017, Smithsonian.com), but the official position from the US Government is that Earhart crashed into the Pacific Ocean (History.com).

At the age of ten years old Amelia Earhart saw her first air show but was not impressed. However, at the age of almost twenty years old after witnessing a stunt flying exhibition, she became quite entranced with aviation (“The Official Licensing Website of Amelia Earhart.”).  For years she practiced continuously, testing her skills against that of her male counterparts. She had a dream of being the first female solo pilot to fly the Atlantic and then the world. Her earlier dream was soon realised and, at the age of almost forty years old she received the chance to fulfil the latter.  

In the year 1937, with the help of her trust navigator Fred Noonan, Earhart set out on her journey to be recorded as the first female pilot to fly solo around the world.  It so happens that during her flight, her plane disappeared over the Pacific. Unfortunately, after extensive searching, neither Earhart nor the plane wreckage was ever found. As the mystery of her disappearance continued, and with no actual evidence as to her whereabouts, she was declared “lost at sea”. 

In one theory, skeletal remains were found on the Nikumaroro Island in the 1940s which some believed to be that of Amelia Earhart but many believed it did not. In the end, the majority won. Even though the Island is somewhat close to the location where her plane disappeared, assessment done in that time, found the remains to be that of a male. It was never clearly noted whether they thought the remains could be that of her navigator Fred Noonan. 

In the book, “Forensic Anthropology”, the author Richard L. Janz rejected said theory as he moved to prove that the skeletal remains found, did indeed belong to Earhart. Janz purported that it would have been difficult at the time to determine whether or not the bones found belonged to Earhart as “forensic osteology was not yet a well-developed discipline.” In the end, after carrying out his own assessment through scientific analysis by analyzing previous documented scientific works, Janz was lead to the conclusion that the bones belonged to Amelia Earhart. Not much emphasis was placed on Janz findings as he himself could not provide enough substantial evidence to back his theory. His measurements and other scientific findings were based on previous recording of Amelia Earhart and during that time, forensic anthropology was not well developed, therefore, the records he would have used would be somewhat limited in details. This theory though, was put aside and soon forgotten as a new lead came into view in the form of a photograph.

A photo that began to circulate in the 1960s brought about the second theory that Amelia Earhart and Fred Noonan were both captured by the Japanese. This “idea”, was posited by Fred Goerner, a CBS correspondent, when he published an investigative work titled “The Search for Amelia Earhart (Katz 2017, Smithsonian.com).

The photo was taken by an unknown photographer but the image captured a female and male sitting/standing on a dock. With this new “evidence” persons are justified in saying that Earhart crashed and survived near the Marshall Islands but was later captured by the Japanese. This is due in totality, to the fact that the photo was marked with the Office of Naval Intelligence and labelled ‘Marshall Islands, Jaluit Atoll, Jaluit Island, Jaluit Harbor.’ However, it would not be wise to use this as justification for Earhart’s whereabouts. In those times, the pixilation on a photo was quite poor, even on this photo, thus it would have proven difficult to use it as conclusive evidence that Earhart was indeed alive when he aircraft went down. 

On the one hand, the photo could remarkably be depicting Earhart and Noonan, whilst on the other hand; it could simply be another couple who was photographed. In spite of that, the experts (Costello and Arkin) who were called to analyse the photo point the fact that a Japanese ship was towing something that appears to be ’38-feet-long’, the same length as Earhart’s plane. The question thus begging to be asked, is how the measurement was carried out to make such a judgement call. Katz draws attention to the different thinking of a Curator who, being honest, declines to believe the validity of the photograph due to poor pixilation, and questions the legitimacy of the persons who confirmed it to be Earhart and Noonan. New evidence regarding this photo has cropped up to justify that Earhart and Noonan were definitely captured by the Japanese. This is detailed in a documentary done by History.com in 2017 titled “The Lost Evidence” in which a former “FBI official Shawn Henry investigates new, shocking evidence that aviator Amelia Earhart was captured by the Japanese military, including a photograph that purports to show Earhart and navigator Fred Noonan alive after their disappearance. Evidence includes documents containing new information indicating that the U.S. government knew that she was in the custody of a foreign power, and may have covered it up.”

The final theory to be discussed is the official position that the US Government issued. After an extensive and arduous two weeks search for Earhart and Noonan, the Government of the United States of America issued an official statement that Earhart was ‘lost at sea’. It is their belief that Earhart and Noonan crashed into the Pacific Ocean and sank to the deepest depths. The Smithsonian records this as the Crash and Sink Theory, which seems more plausible than all other theories put forward. 

 It would be easier and more logical to believe that the aircraft simply ran out of fuel as Earhart was unable to source fuel and thus crashed into the Pacific Ocean. This theory can be justified by the diary/catalogue kept by the Commanding Officer in charge of search for Earhart at sea. Within the National Archives Catalog record of the Commanding Officer’s detail search can be found. In the last entry, he made note that a search was being made near and around the Howland Island as it was believed that Earhart’s aircraft went down within that vicinity.

Despite the numerous speculations and theories surrounding Earhart’s disappearance, no tangible evidence has been found to make clear the mystery that is her disappearance. Certainly, each theory is correct in its own right. Nevertheless, the most logical ones that seem to bear some reality is that either Earhart’s aircraft crashed into the Pacific Ocean, or she was indeed captured by the Japanese on the Marshall Islands. One of the greatest mysteries of the twentieth century, Earhart’s disappearance has remained unsolved for over eighty years. It can thus be concluded that until substantial evidence is found, then Amelia Earhart’s disappearance will continue to remain a mystery.

References

• A&E Television Networks, LLC. “Amelia Earhart 2017 Full Documentary (The Lost Evidence) 
• .” YouTube, YouTube, 28 July 2017, www.youtube.com/watch?v=sCS4s4Io9lc.
• Jantz, Richard L. “Forensic Anthropology.” Amelia Earhart and the Nikumaroro Bones: A 1941 
• Analysis versus Modern Quantitative Techniques, vol. 1, no. 2, pp. 1–16., doi:DOI 10.5744/fa.2018.0009. 
• Katz, Brigit. “Smithsonian Curator Weighs In on Photo That Allegedly Shows Amelia Earhart in 
• Japanese Captivity.” Smithsonian.com, Smithsonian Institution, 11 July 2017, www.smithsonianmag.com/smart-news/smithsonian-curator-photo-allegedly-shows-amelia-earhart-japanese-captivity-180963964/.  Accessed March 25, 2018. 
• National Archives and Records Administration, National Archives and Records Administration, 
• catalog.archives.gov/id/305240.
• Pruitt, Sarah. “Was Amelia Earhart Captured While Spying on Japan?” History.com, A E 
• Networks, 2016, www.history.com/news/new-book-claims-amelia-earhart-was-a-spy-captured-by-japan. Accessed March 30, 2018
• Series: World War II Action and Operational Reports, 12/7/1941 - 1946, and Record Group 38: 
• Records of the Office of the Chief of Naval Operations, 1875 - 2006. “U. S. Navy Report of the Search for Amelia Earhart, July 2-18, 1937.” NATIONAL ARCHIVES CATALOG, Department of the Navy. Office of the Chief of Naval Operations. Intelligence Division. Office of Naval Records and Library. (1922 - 10/10/1945) , 12 July 1941, catalog.archives.gov/id/305240.
• “The Official Licensing Website of Amelia Earhart.” Amelia Earhart, CMG Worldwide, 
• www.ameliaearhart.com/.  Accessed March 25, 2018.

Jamaica as a tourist destination

Close your eyes and try to imagine warm sunny days, crystal waters, beautiful sunset, coconut trees and cool sea breeze. Imagine days without worries, just the tranquility of basking in the sun, sipping on cold drinks and the feeling of warm sand beneath your feet. Can you just imagine? What if I were to tell you that all that you have just imagined, is in fact real, and is in fact Jamaica.

Located to the south of Cuba and on the Caribbean coast of Central America, Jamaica is the third largest island in the Caribbean Sea. Jamaica is one of the leading tourist destinations in the Caribbean and the World and in 2018 the island celebrated its number one ranking as Best Destination in the Caribbean and number 14 as Best Destination in the World. Many may question, “why choose Jamaica when there are many other islands and places in the world?” 

There are several reasons to travel to Jamaica, but some of the main ones are warm weather and beaches, music and culture, many attractions keeping you one with nature, a hotspot for weddings and honeymoons as well as great food. There is no other place on earth that can give you the feel of closeness and familiarity that Jamaica can. In Jamaica the weather is warm all year long, but especially in and close to Summer.

As an island in the Caribbean Sea, Jamaica is surrounded by spectacular white sandy beaches such as Seven Mile Beach in Negril which is the longest beach in Jamaica and located within the vicinity of some luxury resorts and ocean front restaurants. In 2018 it was named as the 8th Best Beach in the world by TripAdvisor®. James Bond Beach in the Ocho Rios Area is where the popular James Bond movie, Dr. No was filmed.  Dunn’s River Falls and Park is a must when you visit Jamaica. It features a falls that cascades over 180 meters and ends in the breathtaking sea. 

Other than its white sandy beaches and pristine waters, Jamaica is famous for its music and culture. As the country’s motto states, “Out of many, one people”, this can be found in its rich culture and diversity. Jamaica has one of the most popular and unique cultures in the world that is embraced by locals and visitors alike. The population is over two and a half million and made up of persons from many different cultures, working together as one nation. Reggae is a style of music that originated in Jamaica in the late 1960s. Visit the Bob Marley Museum situated on the site of his home which he purchased in 1975. Local street dances &  music make up a part of the culture. Why not go get loose with the rhythm and sway of the music.?  

“Jamaica is a land of unique culture, engaging activities, and breathtaking landscapes. It is these features that make it the ideal destination for not only vacation but for weddings and honeymoons. The picturesque surroundings make the perfect backdrop to bring out the romantic in anyone. Being one with nature gives a sense of relief and allows you to reflect on life away from distractions and demands of our regular lives. The Blue Mountain Peak is the highest on the island. The mountain is covered in lush greenery and has cozy cottages to accommodate all nature lovers in the cool climate. It’s the perfect place for hiking and camping and is also home to the Blue Mountain Coffee. 

You may be wondering, with all these amazing attractions and attributes, Jamaica is way out of your budget. Let me tell you, there are many ways to get the best deals when traveling. In the past we would make use of our travel agents, but we are now living in a technological era. We have our agents at the tip of our fingers,

the World Wide Web. There are many websites available that offer discounts on travel, such as TripAdvisor, Travelocity and a few more. You are able to do package bookings, meaning book a hotel, a car and flight all in one deal. In some cases, companies off small financing. Take for instance Spirit airlines that offer cheap seats and constant discounts for frequent flyers. The world of AirBnB has now made it even easier, doing short term vacation home rentals and enjoying your vacation at your speed and within your budget. There are also hostels available where you pay little to none and share rooms with strangers or friends. It’s a great way to promote cultural exchange. At the end of the trip, you may have made a new friend.

Traveling improves your health, whether mentally or physically. It is a good way to get away from all the distractions of life and to realign yourself. Jamaica is undoubtedly a special destination that even the rich and famous find time to visit from time to time.
There are so many ways to kick back and relax and watch your worries fall away. With the many airlines and development of new accommodations in the growing country, traveling has never been so easy and affordable. Whether you are interested in nature, dance, music, food or just chilling on the beach, there is no place better than Jamaica.

Citations

• Buisseret, D. J., Ferguson, J. A., Black, C. V., & Bryan, P. (2020, March 20). Jamaica. Retrieved from https://www.britannica.com/place/Jamaica
• McLeod, S.-kae. (2017, November 16). 11 Reasons Why You Should Visit Jamaica At Least Once. Retrieved from https://theculturetrip.com/caribbean/jamaica/articles/11-reasons-why-you-should-visit-jamaica-at-least-once/
• Morrow, K. (2020, April 2). Tropical Paradise: 23 Best Beaches In Jamaica: BEACHES. Retrieved from https://www.beaches.com/blog/best-beaches-jamaica/
• Torberg, S. (2017, June 14). Importance of taking vacation. Retrieved from https://www.allinahealth.org/healthysetgo/thrive/importance-of-taking-vacation

Learning disabilities

We hear about children everyday with learning disabilities, but what happens to those children when they go off to further their education, i.e. college? Did you know that 19% of undergraduates in 2015-2016 reported having a disability, of which 11% was a learning disability. According to the Learning Disabilities Association of America, these are due to genetic and/or neuro-biological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning.

Did you also know that 1 in 5 adults in America has a learning disability? Learning disabilities do not only affect young children but can continue even to adulthood. They interfere with the basic learning skills such as reading, math, and writing. If not detected early, learning disabilities can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. Most students in college are either parents, soon-to-be parents, or have younger or older siblings. It is imperative that people be aware of learning disabilities and its effects on growth and attainment of a higher education.

It is always a wonder to see the highlights in media publications of ‘children’ with learning disabilities, but nothing to show the progression of these children as they move to adulthood. I became interested in this topic to show persons not to be quick to judge another who has difficulty understanding something that ‘an average’ person could.

Individuals with learning disabilities find it most difficult to cope with the everyday regular school curriculum depending on the type of disability that he or she has. The most common learning disabilities are, dyslexia, dyscalculia, dysgraphia, auditory processing, visual processing deficit and attention deficit/hyperactivity disorder.

“Dyslexia” can be defined as the difficulty in reading due to problems identifying speech sounds and learning how they relate to letters and words. Common indicator of a person with dyslexia is they are confused by letters, numbers, words, sequences, or verbal explanations and reversals in letters, numbers and/or words.

“Dyscalculia” is associated with difficulties in math. It makes it hard to do maths or anything relating to maths whether basic or abstract problems. Some experts estimate 5 to 10 percent of people might have dyscalculia.

“Dysgraphia” is a nervous system problem that affects the fine motor skills needed to write.

“Auditory Processing” is a hearing problem that makes it hard to hear small sound differences in words, and that often starts in childhood but can be developed later.

“Visual Processing Deficit” is the inability to make sense of information taken in through the eyes, and lastly, “Attention Deficit/Hyperactivity Disorder” is classed as a mental health disorder which results in hyperactive or impulsive behaviors. There are various signs which range from problems with reading, writing and or math, problems paying attention, having a hard time listening and poor memory as well as others.

These disabilities can be as a result of poor prenatal care or injury, family history, substance abuse, trauma, and the list continues. We must understand though that not all persons who present these signals are suffering from a learning disability. A trained professional such as, depending on the issue, clinical, school or developmental psychologist, an occupational therapist or a speech and language therapist, can through a series of tests, diagnose whether or not a child or an adult is suffering from a learning disability. 

Now that we are aware of the most common learning disabilities, let’s move to discuss its effect on adulthood. Learning disabilities do not only affect young children but can continue even to adulthood. These children with learning disabilities do in fact grow to become ‘adults’ with learning disabilities. Many of the difficulties experienced in childhood continue into and throughout adulthood.

One does not outgrow their learning disability, however, there are strategies that can help them to improve in the challenging areas. Learning disability as a child versus being an adult. As was said earlier, if not detected early, learning disabilities can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. On the one hand, some individuals with these disabilities have become productive members of society, while, on the other hand, others find them-self to gain nothing more than continued failure.

Helping individuals with learning disabilities to become successful can be achieved through:

1. Self-awareness - being aware of the type (s) of learning disabilities that he or she has and the challenges that he or she will face gives a sense of understanding which guides them through life. Don’t hide their disability from them, instead, talk to them about it. As Malala Yousafzai said, the best way to fight problems and to fight against war, is through dialogue.
2. Pro-activity -being made aware of the challenges brings new strength in most cases. Becoming actively involved in community, in school and whatever positive movement around, helps to shape outlook on life. 
3. Perseverance - instead of always ‘I can’t’, develop an ‘I can or I will’ attitude. Always highlighting the negative of your challenges will cause greater failure.It is said that many persons who have learning disabilities succeed because of the hardships that they went through. 
4. Goal-setting - setting goals for specific things in life can help to boost morale and promote perseverance as well. One should be mindful though, that the goals should be set in a way where they are flexible and can be adjusted depending on whatever situation may arise.
5. The presence and use of effective support systems, and Emotional coping strategies can be discussed as one. Everything starts from the home. If during hardships it is difficult to get support from those closest to you, how then will you expect to get it from those in society with whom you are not familiar. Learning starts from home and a child’s self-esteem starts from home.

Persons with learning disabilities look no different from those who do not have a physical disability and for this reason persons with learning disabilities find it useful to be able to blend into society as their illness is not something that you can see. It is thus imperative that we as individuals see the importance of understanding such disabilities and find ways in which we can to help those in need. Learning disabilities do not only affect young children but can continue even to adulthood.

A learning disability is not something to shun or be afraid of. Those living with such disabilities have it more difficult than you most times. They find it difficult to cope with the everyday curriculum and as such grow to become adults with the same disabilities. We should also remember to be thankful to our Government for its action in creating facilities to aid with learning disabilities. We as members of society can also do our part in also helping these individuals. A disability does not define the person. We are all able to overcome our ‘shortcomings’ and become respectable and productive members of society.

Citations:

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  Buckr. (2018, June 12). ACCEL Programs. Retrieved from https://www.accel.org/
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  Disability & Psychoeducational Studies: College of Education - University of Arizona. (n.d.). Retrieved from https://www.coe.arizona.edu/dps
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  Disability Categories. (n.d.). Retrieved from https://www.azed.gov/specialeducation/disability-categories/
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  Life Success For Students With Learning Disabilities: A Parent's Guide. (n.d.). Retrieved from http://www.ldonline.org/article/12836/
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  The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics). (n.d.). Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=60
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  Types of Learning Disabilities. (2020, March 29). Retrieved April 9, 2020, from https://ldaamerica.org/types-of-learning-disabilities/
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  What are some signs of learning disabilities? (n.d.). Retrieved from https://www.nichd.nih.gov/health/topics/learning/conditioninfo/signs
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  Writers, S. (2018, October 30). Support for College Students With Learning Disabilities. Retrieved from https://www.bestcolleges.com/resources/college-planning-with-learning-disabilities/