It is very important to recognize this disorder in a timely manner.
What is Dyslexia?
It is a developmental disorder that includes specific learning disabilities, more precisely reading. The child has a problem to learn to read despite acceptable intellectual abilities, to understand the read text and to reproduce it correctly in written form.
The most common cause is genetic predisposition (up to 40% of dyslexic parents have a dyslexic parent), to a lesser extent exogenous factors (prenatal, perinatal or postnatal brain damage – before, during and after birth).
It is important to know that children with dyslexia are not stupid or lazy. The main area of the problem is how the brain works. People with dyslexia use different parts of the brain to read them like those who do not. For this reason, literacy is a big problem.
Children learn to read in a way that they learn to associate the sound of the letter / words in its written form. And in this context, dyslexics have a big problem. Reading does not become an automatic activity because children with dyslexia have the problem of decoding words and letters, assigning them their sound form, and then using this ability to read without words.
Although the diagnosis of this disorder is complicated and requires a comprehensive psychological examination, the parent may also suspect the disease if he or she is carefully aware of the child and observes it.
If your child has this type of problem, please consult a pedagogical-psychological counseling:
- One of the first warning signs is the slow development of speech. It seems that the child knows little or little about his age.
- There is a problem linking phoneme and graphics – linking the visual form of a letter with its wording. Not sure what the alphabet is that makes the sound (Imagine seeing the letter B. Now read it aloud, Disektik has this big problem).
- Read on an academic level much lower than he says.
- When reading aloud, short words often skip.
- It often happens to confuse letters with similar words or sounds.
- Has the problem of assigning a visual object to a word (it will bring a knife instead of a fork).
- He has a problem with the use of words that sound the same, but they have a different meaning.
- It is hard for him to find out if two words ripple.
- He has difficulty learning new words, knowing colors.
- He has problems with the rhythm teachings that have a certain rhythm.
- He reads slowly, does not like to read out loud, has difficulty in understanding reading the text because of difficulties in deciding letters and words.
- He has difficulty reproducing reading. Even though he is a fairy-tale reader, he may not have the problem of summing up the story.
- They may have difficulty using the right word. For a long time, he searches for the expression he wants to use, and it often happens to use an incorrect type, like the right one.
- Written text is capable of making mistakes in the same word.
- He has the problem of seeing (sometimes even hearing) differences and similarities in words and letters.
- Distorted perceptions of differences in the details of the letters, their positions – for example, the inverted forms (b, d).
- You often skip or add letters in words.
- He has difficulty understanding the jokes and statements that are symbolic.
- It is not able to distinguish between pits, soft / hard syllables (di – dy) or short or long tones.
- It is a problem to determine the correct order of the words in the word, the words in a sentence.
- It has the problem of keeping words in memory in the short term (if you ask him to bring a book, paper and pencils, he will bring one, not always everything).
- You can knit right / left.
- It can be difficult to match layers – harder to read in social or speech situations.
- Makes it difficult to find out what word we are going to leave if we take the initial letter (if you say the word "train" and ask what word we get if we remove the letter v).
- He has difficulties in learning the language.
Motivation and support are important
The child will struggle with lifelong dyslexia. It is therefore very important that awareness of its difficulties is not a source of stress. The parent should motivate the child and encourage him not to try and give up despite the initial failure.
He can also help with the following activities the parent can practice every day:
- The child learns best through the game. If you go to the store, try to play it: How many food you find, which begins as its name (if it is called Pezko, it can find parsley, pepper, oranges …)
- Cut the letters on the paper, color them and try to make the words associated with them.
- Make the most of your child by creating words. Ask what word gets and if the word cat gets the word it gets, then add the village. (words can be invented, it does not have to make sense, it is essential to teach them the sounds of the letters).
The Council concludes – the child is the fastest with this disorder and will make quick progress if he is not stressed but will feel your patience and support.