Socio-emotional implications of primary school children with dyslexia: three case studies

Abstract

Dyslexia is a disorder in children who, despite conventional instruction and classroom experience, adequate intelligence and socio-cultural opportunity, fail to attain the language skills of reading, writing and spelling. One study identifies almost 7% of Year 3 pupils (average age 10 years) in Kuching schools have dyslexia1. This inability to read affects basic academic skills of spelling, writing, doing mathematics and others. These young students are vulnerable to a diversity of associated and complicated underpinnings in their social, emotional and behavioural realms. They experience rejection or ridicule. They are often

misunderstood by their parents, teachers and peers and may develop feelings of isolation and low self- esteem. Some will feel confused, ashamed, guilty, angry, excessively anxious, fearful, panic, frustrated or

helpless. Truancy and psychosomatic symptoms, such as headaches or abdominal pains, become usual concomitant of such academic failure and social deprivation. This paper will explore the socio-emotional implications of three primary school kids who have dyslexia. It draws attention to the compelling need for stauch advocacy, continuing vigilance and collaboration among educators and related professionals for swift and judicious actions to prevent the tragic complications of needless failure in early life.