One of the main differences between the touch typing method of keyboarding and two-fingered typing is in how you allocate your attention while you work at the computer. When you type with two or more fingers, also known as the “hunt and peck” approach, your attention is split between visually scanning for keys, looking at the screen and/or looking at any additional materials you are reading or copying from.

Dyslexia is a language based specific learning difference that can affect reading, writing and spelling skills. There are different approaches to testing, including online screening forms – such as the Lexercise or Beating Dyslexia tests – but these measures are only meant to provide guidance as to whether or not a more in-depth assessment is needed. Sometimes a teaching assessment will suffice, but a comprehensive evaluation of dyslexia is typically undertaken by a speech and language/pathologist, educational psychologist or trained expert and is diagnostic in nature to provide a clearer picture of how the dyslexia affects an individual’s ability to learn.

Most evaluations test phonemic awareness, ability to rapidly name objects and letters, decoding skills, fluency in reading, comprehension skills, and writing and spelling ability. Testing can sometimes extend to oral language skills, intelligence and checks for visual and hearing impairment, both of which can have a severe impact on language development. In certain cases a child may be referred for more testing, particularly if additional learning difficulties such as dysgraphia or ADHD are suspected.

Dyslexia is a specific learning difference that can affect an individual’s ability to correctly identify and manipulate the sounds that make up spoken language. This in turn can negatively affect reading and spelling skills.

Dyslexic adults are not less intelligent than other people, their brains simply process language in a different way. But because not everyone who has dyslexia is aware they are struggling with a specific learning difference, some individuals may believe they are stupid, not cut out for school, or are simply not skilled enough when it comes to reading and writing.

For dyslexic children and adults who don’t get the help they need, this can lead to feelings of low self-worth and a lack of confidence in the classroom or workplace. That’s why diagnosing dyslexia is an important first step, followed by seeking out support from local groups and national organizations, such as the British and American Dyslexia Associations.

No two individuals with dyslexia will have exactly the same needs, but with access to the right accommodations and an effective strategy program, dyslexic adults can boost literacy skills, increase confidence and gain a better understanding of their own strengths and abilities.

Students with learning disabilities or differences like dyslexia and dysgraphia, or processing disorders and/or attention disorders, like ADHD, may have to work harder than their peers to achieve the same results. These kids can have trouble getting started on a task, need instructions to be repeated more than once, and/or be unable to complete work in a given time period. 

While any child can suffer from low self-esteem, students with learning disabilities, attention disorders, and special needs are particularly at risk, especially if their condition is undiagnosed. This is because most school-based learning programs are developed with a neurotypical child in mind.

The mismatch between learning style and task can cause some students to doubt themselves and believe poor performance means they are not “smart” and are somehow less skilled than their classmates. The stress and frustration a child experiences at school is often accompanied by feelings of shame, which are associated with underperforming. There is also the social stigma of being “different."

But with the right strategy training, accommodations and emotional support, many children with specific learning differences and attention disorders can overcome the challenges they face and achieve their full potential in the classroom.

Dyslexia is one of the most common language-based learning differences. While everyone learns to read and write at different rates, children with dyslexia usually have a harder time sounding out words and sight reading than their peers. They may be inconsistent when it comes to spelling, writing a word correctly one day and incorrectly the next, and can take longer to stop reversing letters in early writing. When the dyslexia is mild, individuals can often “get by” at school and may go on to have ordinary careers.

Nonetheless, children and adults with mild dyslexia tend to have a harder time manipulating the sounds in words, including rhyming words. Spelling ability might be below average and reading will often take them more time.

They may be reluctant to read out loud or commonly misread words if they do participate in group reading activities. Memorizing new language, particularly service words that aren’t as amenable to mnemonic devices, can be problematic, as can be remembering and reporting details.