It is very important to recognize this disorder in time.
What exactly is dyslexia?
It is a developmental disorder that includes specific learning disorders, a more specific reading. The child has a problem learning to read despite the conventional intellectual abilities, understand the text read and rewrite it correctly.
The most common cause is genetic predisposition (up to 40% of dyslexic parents have a dyslexic parent), and to a lesser extent exogenous factors (brain damage in the prenatal, postpartum or postpartum period 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 like those that do not. For this reason, literacy is a big problem.
Children learn to read in a way that they learn to associate the letter / letter sound in its written form. And in this context dyslexics have a big problem. Reading does not become automatic because children with dyslexia have the problem of deciphering words and letters, assigning them to their sound form, and then using the ability to read without words.
Although the diagnosis of this disorder is complex and requires extensive psychological testing, the parent may also suspect the disease if he is well aware of the child and observes it.
If your child has a problem of this kind, find a pedagogical-psychological counseling:
- One of the first warning signs is slow speech development. It seems that the child knows little or little about his age.
- There is a problem that connects phonemes and graphs – which links the visual form of the letter to its wording. It's not sure which letter of the alphabet is making the sound (imagine you see the letter in now and read it out loud, Disektik has this big problem).
- He reads at a much lower academic level than he says.
- When reading aloud, short words often skip.
- This often happens because it confuses letters with similar words or sounds.
- It has the problem of assigning a visual object to the 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 different meanings.
- It's hard for him to find out if two words are rhyming.
- He finds it difficult to learn new words, to know the colors.
- He has problems with the teachings of rickshaws that have rhythm.
- He reads slowly, he does not like to read aloud, he has difficulty understanding the text because of difficulties in deciphering letters and words.
- It is difficult to reproduce the readable text. Even if he reads legends, he may have no problem summarizing the story.
- They may have trouble using the right word. For a long time, he is looking for the phrase he wants to use, and often happens to use incorrect, similar to the right one.
- Written text is capable of making mistakes in the same word.
- He has a problem of vision (sometimes even hearing) differences in imagination words and letters.
- It distorts perceptions of differences in the details of the letters, their positions – for example, inverse forms (b, d).
- Often skipped or added letters in words.
- He finds it difficult to understand the jokes and statements that are symbolic.
- It is unable to distinguish between pits, soft / hard syllables, or short or long tones.
- It is a problem to determine the order of the correct words in the word, words in the sentence.
- He has a problem keeping words in short-term memory (if you ask him to bring a book, paper and pencils, he will bring one, not always everything).
- You can knit right / left.
- It may be difficult to adjust between layers – harder to "read" social situations or speech.
- This makes it difficult for us to find out which word we will leave if we take the first letter (if you say the word "train" and ask what word we will get if we remove the letter v).
- He finds it difficult to learn a foreign language.
Motivation and support are important
The child will struggle with dyslexia throughout her life. Therefore, it is very important that awareness of its difficulties is not a source of stress. The parent should motivate the child and encourage him to stop trying and not give up despite the initial failure.
He can also help with the following activities the parent can practice with him every day:
- The child learns best through the game. If you go to the store, try playing it: how much food you find, which starts as its name (if Peko is called, it can find parsley, pepper, oranges …)
- Cut out letters from hard paper, paint them and try to make the words related to them.
- Make the most of your child with word creation. Ask what the word is getting and if the word cat will take what word then get and add sat down. (Words can be invented, they do not have to be logical, it is essential to teach them the sounds of the letters).
The Council concludes – The child is the fastest with this disorder and will progress quickly if he is not stressed but will feel your patience and support.