Having close family members with dyslexia.

17 pain in his present experiences, but also foresees a life of continuing failure http:dyslexiahelp.umich.edu, April 25, 2015. Those four characteristics above are the characteristics that can be felt by dyslexics. Moreover, the dyslexic feels depression not only from the society but also from their parents. Time and again, dyslexics and their parents hear, “He’s such a bright child; if only he woul d try harder.” Ironically, no one knows exactly how hard the dyslexic is trying. The pain of failing to meet other people’s expectations is surpassed only by dyslexics’ inability to achieve their goals. This is particularly true of those who develop perfectionistic expectations in order to deal with their anxiety. They grow up believing that it i s “terrible” to make a mistake. http:dyslexiahelp.umich.edu, April 25, 2015 Dr. Michael states that parents want their children can be successful. Parents want their children be good at the academic, get a better job and many else. From that depression, the children with dyslexia syndrome feel anxious to enjoy their school life. Furthermore, when the dyslexics are pressed, they always compare themselves to the other children. From this situation, the dyslexics can feel unaccepted in social situations. Then, the dyslexic has difficulty in reading social cues. They may be oblivious to the amount of personal distance necessary in social interactions or insensitive to other people’s body language. Next, the effect of oral language functioning. It means that affected persons may have troubles in finding the right words, may stammer, or may pause before answering direct questions. This puts them at a disadvantage as they enter adolescence phase, when language becomes more central to their relationships with peers. Moreover, the dyslexics have difficulty in remembering the sequence 18 of letter or words and remembering the order of events http:dyslexiahelp.umich.edu, April 25, 2015. Furthermore, Dr. Michael Ryan in his article The International Dyslexia Association IDA says: For example, let us look at a normal playground interaction between two children. A dyslexic child takes a toy that belongs to another child, who calls the dyslexic a name. The dyslexic then hits the other child. In relating the experience, the dyslexic child may reverse the sequence of events. He may remember that the other child called him a name, and he then took the toy and hit the other child. http:dyslexiahelp.umich.eduparentsliving-with- dyslexiahomesocial-emotional-challengeswhat-does-dyslexic-person- feel Based on the quotation above, the dyslexic has a difficulty to retell the events that have occurred. In this situation, the normal people can assume the dyslexic is a liar even though they as a normal people do not know what the dyslexic experiences. From that situation, the dyslexic will be shunned by the society. From the quotation above, the writer can conclude that the dyslexic has a difficulty to speak clearly in order to retell what have happened. The normal people can assume that they are a liar. Then, the normal people cannot believe what the dyslexic says. The problem is that the dyslexic cannot make good interactions with the normal person. In addition, Gunnel 2007: 31-32 also supported Humphrey, Hellendoorn, and Ruijssenaars theory about dyslexia. He states; PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI