The frustration of children with dyslexia often centers on their inability to meet expectations.  Their parents and teachers see a bright, enthusiastic child who is not learning to read and write.  Time and again, dyslexics and their parents hear, “He’s such a bright child; if only he would try harder.”  Ironically, no one knows exactly how hard the dyslexic is trying.  Very often, the pain of failing to meet other people’s expectations is surpassed only by dyslexics’ inability to achieve their goals. 

The dyslexic frequently has problems with social relationships.  As some have difficulty reading social cues, they may be oblivious to the amount of personal distance necessary in social interactions or be insensitive to other people’s body language.  

Dyslexia often affects oral language functioning so a dyslexic person may have trouble finding the right words, may stammer, or may pause before answering direct questions.  This puts dyslexics at a disadvantage as they enter adolescence, when language becomes more central to their relationships with peers.


What does the dyslexic person feel?

Anxiety:  Dyslexics become fearful because of their constant frustration and confusion in school.  Because they may anticipate failure, entering new situations can becomes extremely anxiety provoking.  Anxiety causes human beings to avoid whatever frightens them.  The dyslexic is no exception.  However, many teachers and parents misinterpret this avoidance behavior as laziness. 

Anger:  Many of the emotional problems caused by dyslexia occur out of frustration with school or social situations.  Social scientists have frequently observed that frustration produces anger.  This can be clearly seen in many dyslexics.

Poor self-image:  The dyslexic’s self-image appears to be extremely vulnerable to frustration and anxiety.  Researchers have learned that when typical learners succeed, they credit their own efforts for their success.  When they fail, they tell themselves to try harder.  However, when the dyslexic succeeds, he is likely to attribute his success to luck.  When he fails, he simply sees himself as stupid.  Research also suggests that these feelings of inferiority develop by the age of ten.  After this age, it becomes extremely difficult to help the child develop a positive self-image.  This is a powerful argument for early intervention.

Depression:  Depression is also a frequent complication in dyslexia.  Although most dyslexics are not depressed, children with this kind of learning disability are at higher risk for intense feelings of sorrow and pain.  Perhaps because of their low self-esteem, dyslexics are afraid to turn their anger toward their environment and instead turn it toward themselves.