The Impact of Dyslexia in Understanding Mathematics and Career Prospects in Kenya. Review of Literature
Abstract
This article probed into the impact of dyslexia on the comprehension of mathematics and future career opportunities. It explored the characteristics, evaluation, origins, physiological aspects, hurdles, tactics for intervention, and suggestions regarding dyslexia. The article also revealed that the worldwide prevalence of dyslexia displayed variation due to differing definitions of dyslexia, varying diagnostic tests, diverse age groups, geographical settings, and languages spoken. Globally, dyslexia’s prevalence ranged from 15% to 20%. Specifically, in a primary school in Nairobi, Kenya, the prevalence among 7 to 9-year-olds was 7.49%. The article emphasised the necessity for early identification to enable timely intervention and support, underscoring the significance of mathematics as a determinant of career prospects in Kenya. Dyslexia arises from environmental, hereditary, or cognitive factors, either individually or in combination. The study also highlighted that nearly 90% of the research was published in medical, neuropsychological, or psychological journals, whereas only 6% appeared in educational journals. Dyslexia affects individuals in various ways, mainly impacting their reading and writing skills. Learners with dyslexia struggle with grasping abstract concepts, leading to difficulties in recalling words. They might reverse letters and read words in a mirrored manner, exacerbating their challenges in comprehending texts and subsequently hindering academic progress. The article proposed several teaching approaches for individuals with dyslexia in the realm of mathematics, including task analysis, multisensory methods, and a field-dependent approach
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