It is really important to identify this disorder in a timely manner.
What exactly is dyslexia?
It is a developmental disorder that includes specific disorders in learning, more specific reading. A child has a problem to learn to read despite acceptable intellectual abilities, to understand the read text and to reproduce it correctly in writing.
The most common cause is a genetic predisposition (up to 40% of dyslexic parents have a dyslexic parent), to a lesser extent exogenous factors (brain damage in prenatal, perinatal or postnatal periods – before, during and after delivery).
It's important to know that children with dyslexia are not stupid or lazy. The main area of the problem is the way the brain works. People with dyslexia use different parts of the brain to read as those who do not. For this reason, literacy is a major problem.
Children learn to read in a way to learn how to associate the sound of a letter / word in its written form. And in this regard, dyslexia has a big problem. Reading does not become an automatic activity, as children with dyslexia have the problem of decoding words and letters, assigning their sound form, and then using this ability to read without a word.
Although the diagnosis of this disorder is complicated and requires a comprehensive examination of a psychologist, the parent may also suspect a disease if he or she is carefully met and watches the child.
If your child has this kind of problem, please find pedagogical-psychological counseling:
- One of the first warning signals is the slow development of speech. It may seem that the child knows little or little about his age.
- There is a problem of linking phonemes and graphs – linking the visual letter form with its formulation. It is not certain which letter of the alphabet sounds (imagine that you see the letter B. Now read aloud, Disquist has a big problem).
- He reads at much lower academic levels than he says.
- When you read aloud, you often skip short words.
- It often happens that it confuses letters in words or similar sounds.
- There is a problem allocating a visual object to a word (it will bring a knife instead of a fork).
- There is a problem with the use of words that sound the same, but they have a different meaning.
- It's hard to find out if two words are rhymes.
- It's hard to learn new words, get to know the colors.
- There are problems with the teachings of rickshaws that have some rhythm.
- Reads slowly, does not like to read aloud, it's hard to understand the reading of the text due to the difficulty in decoding letters and words.
- It is difficult to reproduce legible text. Even if he is a fairy-tale reader, he may not have a problem to summarize the story.
- It may be difficult for them to use the appropriate word. He has long sought the expression he wants to use, and often serves as an inaccurate, similar to the right one.
- Written text can make mistakes in the same word.
- There is a problem to see (sometimes even hearing) differences and similarities in words and letters.
- He distorted perceptions of differences in the details of the letters, their positions – for example, inverted forms (b, d).
- They often skipped or added letters.
- He has difficulty understanding jokes and symbolic statements.
- It can not be distinguished between pits, soft / hard syllables (di-di) or short or long tones.
- The problem is in determining the correct order of words in words, words in the sentence.
- There is a problem of keeping the word in the short-term memory (if you ask him to bring a book, paper and pens, he will bring one, and not always everything).
- You can knit right / left.
- It may be difficult to fit between layers – it's harder to "read" social situations or speech.
- It makes it difficult for us to find out what word will go if we take the initial letter (if you say "train" and ask what word we get if we remove the letter v).
- He has difficulty learning foreign languages.
Motivation and support are important
A child will fight dyslexia throughout his life. It is therefore very important that awareness of his or her difficulties is not the source of stress. A parent should motivate the child and encourages him to stop trying and not give up despite the initial failure.
It can also help in the following activities that a parent can practice with each day:
- The child learns best through the game. If you go to the store, try to play it: how much food you can find, and which begins as its name (if Pecko calls it, you can find parsley, pepper, orange …)
- Cut hard paper letters, paint them and try to make things related to them.
- Make the most of your child by creating a word. Ask what the word gets and if the cat's word takes the word that is received and add the hour. (words can be invented, do not have to make sense, it is necessary to learn them with sounds of letters).
The council concludes – The child is the fastest in this disorder and is rapidly progressing if he is not under stress, but will feel the patience and support.