The Ability To Read The Basic Sentence Of Indonesian People With Dyslexic Sufferers In The School Of Kidz Smile Medan: Neurolinguistic Study

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The Ability to Read the Basic Sentences of Indonesian People with Dyslexic Sufferers at the Kidz Smile Medan School: Neurolinguistic Study

Introduction

Reading is a fundamental skill that is essential for academic success and everyday life. However, for individuals with dyslexia, reading can be a daunting task. Dyslexia is a learning disorder that affects an individual's ability to read and spell words, and it is estimated that 1 in 5 children in Indonesia suffer from this condition. Despite its prevalence, dyslexia remains a poorly understood condition, and there is a need for more research into its causes and effects.

Background

The study entitled "The ability to read the basic sentences of Indonesian dyslexic sufferers at the Kidz Smile Medan School: Neurolinguistic Study" aims to investigate the ability and deviation in reading the basic sentences of Indonesian by children with dyslexia. This study also seeks to explore the awareness of visual perceptions possessed by people with dyslexia at the Kidz Smile Medan School. In this study, data was obtained from the results of reading three children who experienced dyslexia at the school.

Theoretical Framework

The theory used in this study includes neurolinguistics, lateralization, and basic sentence theory. Neurolinguistics is the study of the relationship between language and the brain, and it provides a framework for understanding how language is processed in the brain. Lateralization refers to the specialization of the brain's hemispheres for different cognitive functions, and it is an important concept in understanding the neural basis of language. Basic sentence theory refers to the study of the structure and function of basic sentences, and it is an important area of research in linguistics.

Methodology

The method applied in this study is a qualitative descriptive method, with data collection carried out through observation and observation. Data collection techniques used include tapping techniques as basic techniques, and record techniques and record techniques as advanced techniques. To analyze data, the AGIH method is used and the matching method, with the basic techniques for direct elements (BUL) and further techniques such as loss techniques, change techniques, and back techniques. This study also utilizes the basic techniques of Specifiers (PUP) with further techniques which include the Different Different Different (HBB) connecting technique.

Results

The results of this study indicate that dyslexic sufferers experience various deviations when reading. These deviations include reversal letters, removal, and replacement of words in the basic sentences of Indonesian. In addition, children with dyslexic often disrupt the pattern of basic sentences, so that the sentences they read become not grammatical and difficult to understand.

Awareness of Visual Perception

Awareness of visual perception is an important factor that influences the ability to read children with dyslexic. In this study, it was found that one of the subjects, JC, experienced visual perception disorders that included spatial relations, discrimination of shapes and backgrounds (figures-ground discrimination), and visual closure (visual closure). Other subjects, AC, show visual perception disorders that are more focused on discrimination in shape and background, and visual discrimination. Meanwhile, DV also experienced a similar visual perception disorder, namely discrimination in shape and background and object recognition (object recognition).

Discussion

Through this research, it is clear that dyslexia is not just a difficulty in reading, but also involves aspects of complex perception. Dyslexic sufferers need a more specific approach and support from educators and parents in overcoming this challenge. By understanding the difficulties faced by people with dyslexic, it is hoped that we can create a learning environment that is more inclusive and supportive for them, so that their reading skills can increase optimally. This research is expected to be a reference for further research and the development of more effective learning methods for children with dyslexia.

Conclusion

In conclusion, this study provides valuable insights into the ability to read the basic sentences of Indonesian people with dyslexic sufferers at the Kidz Smile Medan School. The results of this study indicate that dyslexic sufferers experience various deviations when reading, and that awareness of visual perception is an important factor that influences the ability to read children with dyslexic. This study highlights the need for a more specific approach and support from educators and parents in overcoming the challenges faced by people with dyslexic. By understanding the difficulties faced by people with dyslexic, we can create a learning environment that is more inclusive and supportive for them, so that their reading skills can increase optimally.

Recommendations

Based on the findings of this study, the following recommendations are made:

  1. Development of more effective learning methods: The results of this study highlight the need for more effective learning methods for children with dyslexia. Educators and parents should work together to develop learning methods that are tailored to the needs of children with dyslexia.
  2. Increased awareness of visual perception: Awareness of visual perception is an important factor that influences the ability to read children with dyslexic. Educators and parents should be aware of the visual perception disorders that children with dyslexia may experience, and provide support and accommodations to help them overcome these challenges.
  3. More research is needed: This study highlights the need for more research into the causes and effects of dyslexia. Further research is needed to develop a better understanding of the neural basis of language and to develop more effective learning methods for children with dyslexia.

Limitations

This study has several limitations. Firstly, the sample size is small, and the results may not be generalizable to other populations. Secondly, the study only investigated the ability to read the basic sentences of Indonesian by children with dyslexia, and did not investigate other aspects of language processing. Finally, the study only used a qualitative descriptive method, and did not use other methods such as quantitative methods or mixed-methods approaches.

Future Directions

This study provides a foundation for further research into the causes and effects of dyslexia. Future studies should investigate the neural basis of language and the relationship between language and the brain. Additionally, future studies should investigate the effectiveness of different learning methods for children with dyslexia, and develop more effective learning methods for this population.
Frequently Asked Questions (FAQs) about Dyslexia and Reading

Q: What is dyslexia?

A: Dyslexia is a learning disorder that affects an individual's ability to read and spell words. It is a neurological disorder that affects the way the brain processes language.

Q: What are the symptoms of dyslexia?

A: The symptoms of dyslexia can vary from person to person, but common symptoms include:

  • Difficulty reading and spelling words
  • Reversing letters and numbers
  • Difficulty with word recognition and decoding
  • Slow reading speed
  • Difficulty with comprehension and understanding of written text
  • Avoiding reading and writing tasks

Q: How is dyslexia diagnosed?

A: Dyslexia is typically diagnosed by a psychologist or a learning specialist who uses a combination of assessments and tests to evaluate an individual's reading and writing skills. These assessments may include:

  • Reading and spelling tests
  • Language processing tests
  • Cognitive assessments
  • Behavioral observations

Q: What are the causes of dyslexia?

A: The exact causes of dyslexia are not fully understood, but research suggests that it is a complex condition that involves a combination of genetic, environmental, and neurological factors.

Q: Can dyslexia be treated?

A: Yes, dyslexia can be treated with the right support and accommodations. Treatment may include:

  • Reading and writing instruction
  • Assistive technology
  • Accommodations such as extra time to complete reading and writing tasks
  • Behavioral interventions
  • Medications to help with attention and focus

Q: How can parents support a child with dyslexia?

A: Parents can support a child with dyslexia by:

  • Providing a supportive and encouraging environment
  • Working with the child's teacher to develop a reading and writing plan
  • Encouraging the child to read and write regularly
  • Providing assistive technology and accommodations as needed
  • Seeking out additional resources and support from professionals

Q: How can teachers support students with dyslexia?

A: Teachers can support students with dyslexia by:

  • Providing individualized instruction and accommodations
  • Using assistive technology and multimedia resources
  • Breaking down reading and writing tasks into smaller, more manageable steps
  • Providing extra time and support to complete reading and writing tasks
  • Encouraging students to ask for help and support when needed

Q: What are some common myths about dyslexia?

A: Some common myths about dyslexia include:

  • Dyslexia is a result of poor teaching or instruction
  • Dyslexia is a result of a lack of intelligence or motivation
  • Dyslexia is a rare condition
  • Dyslexia is only a reading and writing disorder

Q: What are some common accommodations for students with dyslexia?

A: Some common accommodations for students with dyslexia include:

  • Extra time to complete reading and writing tasks
  • Use of assistive technology such as text-to-speech software
  • Use of a reader or scribe to assist with reading and writing tasks
  • Providing written instructions and materials in a format that is easier to read and understand
  • Providing regular breaks and opportunities for rest and relaxation.

Q: What are some resources for parents and teachers of students with dyslexia?

A: Some resources for parents and teachers of students with dyslexia include:

  • The International Dyslexia Association (IDA)
  • The National Center for Learning Disabilities (NCLD)
  • The Dyslexia Foundation
  • The Orton-Gillingham Approach
  • The Wilson Reading System

Q: What are some strategies for helping students with dyslexia with reading and writing?

A: Some strategies for helping students with dyslexia with reading and writing include:

  • Using multisensory instruction and activities
  • Providing regular practice and reinforcement
  • Using assistive technology and multimedia resources
  • Breaking down reading and writing tasks into smaller, more manageable steps
  • Providing extra time and support to complete reading and writing tasks.