Being Dyslexic is being someone amazing!

being Dyslexic is being someone amazing. Becuase dyslexia has a right brain dominance, it allows you to see every day activities from a slightly different angle. For example Dyslexics tend to be highly creative, insipirational and passionate about things that non-dyslexics overlook. If this seems like a bold statement, just look at how many film stars and business entrepreuners are dyslexic!
Dyslexic's brains are amazing. Try to learn stratagies that help you overcome any day-to-day problems, so that you can explore the world in our unique but amazing way!

Dyslexia is a very broad term defining a learning disability that impairs a person's fluency or comprehension accuracy in being able to read, and which can manifest itself as a difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory, or rapid naming.
Dyslexia is distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction. It is believed that dyslexia can affect between 5 and 10 percent of a given population although there have been no studies to indicate an accurate percentage.


There are three proposed cognitive subtypes of dyslexia: auditory, visual and attentional. Reading disabilities, or dyslexia, is the most common learning disability. Although it is considered to be a receptive language-based learning disability in the research literature, dyslexia also affects one's expressive language skills,. Researchers at MIT found that people with dyslexia exhibited impaired voice-recognition abilities.
Adult dyslexics can read with good comprehension, but they tend to read more slowly than non-dyslexics and perform more poorly at spelling and nonsense word reading, a measure of phonological awareness. Dyslexia and IQ are not interrelated as a result of cognition developing independently.

Classification
the World Federation of Neurology defines dyslexia as "a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and sociocultural opportunity".
The National Institute of Neurological Disorders and Stroke gives the following definition for dyslexia:
"Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with spelling, phonological processing (the manipulation of sounds), and/or rapid visual-verbal responding. In adults, dyslexia usually occurs after a brain injury or in the context of dementia. It can also be inherited in some families and so on, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia."
Other published definitions are purely descriptive or embody causal theories. Varying definitions are used for dyslexia from researchers and organizations around the world; it appears that this disorder encompasses a number of reading skills, deficits and difficulties with a number of causes rather than a single condition.

Castles and Coltheart describe phonological and surface types of developmental dyslexia by analogy to classical subtypes of alexia (acquired dyslexia) which are classified according to the rate of errors in reading non-words. However, the distinction between surface and phonological dyslexia has not replaced the old empirical terminology of dysphonetic versus dyseidetic types of dyslexia. The surface/phonological distinction is only descriptive, and devoid of any etiological assumption as to the underlying brain mechanisms.[24] Studies have, however, alluded to potential differential underlying brain mechanisms in these populations given performance differences. The dysphonetic/dyseidetic distinction refers to two different mechanisms; one that relates to a speech discrimination deficit, and another that relates to a visual perception impairment.

Signs and symptoms
Some early symptoms that correlate with a later diagnosis of dyslexia include delays in speech, letter reversal or mirror writing, and being easily distracted by background noise. At later ages symptoms can include a difficulty identifying or generating rhyming words, or counting syllables in words (phonological awareness), a difficulty segmenting words into individual sounds, or blending sounds to make words, a difficulty with word retrieval or naming problems, commonly very poor spelling which has been called dysorthographia (orthographic coding), and tendencies to omit or add letters or words when writing and reading are considered classic signs. Other classic signs for teenagers and adults with dyslexia include trouble with summarizing a story, memorizing, reading aloud, and learning a foreign language. A common misconception about dyslexia is that dyslexic readers write words backwards or move letters around when reading – this only occurs in a very small population of dyslexic readers. Individuals with dyslexia are better identified by reading accuracy, fluency, and writing skills that do not seem to match their level of intelligence from prior observations.

Cause
Researchers have been trying to identify the biological basis of dyslexia since it was first identified by Oswald Berkhan in 1881 and the term dyslexia coined in 1887 by Rudolf Berlin. The theories of the etiology of dyslexia have and are evolving with each new generation of dyslexia researchers, and the more recent theories of dyslexia tend to enhance one or more of the older theories as understanding of the nature of dyslexia evolves