It is really important to recognize this disorder in time.
What exactly is dyslexia?
It is a developmental disorder involving specific learning disabilities, more specifically reading. The child has difficulty learning to read despite accepted intellectual abilities, understanding the text being read, and reproducing 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 (brain damage in the prenatal, perinatal or postnatal 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 the way the brain works. People with dyslexia use different parts of the brain to read 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 is not an automatic activity because children with dyslexia have the problem of decoding words and letters, assigning them to their sound format, and then using this ability to read unnecessarily.
Although the diagnosis of this disorder is complicated and requires a comprehensive psychologist examination, the parent may also suspect the disease if he / she knows carefully and observes the child.
If your child has this type of problem, find a 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 or her age.
- There is a problem linking phonemes and graphs – linking the visual form of a letter with its wording. It is not certain which letter of the alphabet makes the sound (Imagine seeing the letter B. Now read it aloud, Disektik has this big problem).
- He reads at a much lower academic level than he says.
- When read aloud, short words often fail.
- It often happens to confuse letters with words or similar sounds.
- It has the problem of assigning a visual object to a word (it will bring a knife instead of a fork).
- It has a problem with the use of words that sound the same but have a different meaning.
- It's hard for him to know if two words are homeopathic.
- She has difficulty learning new words, knowing colors.
- He has problems with the teachings of rickshaws that have a certain rhythm.
- He reads slowly, he does not like reading hard, he finds it difficult to understand text because of difficulties in decoding letters and words.
- It faces difficulties in playing the read text. Even if he is a fairy-tale reader, he may not have the problem of summing up the story.
- They may have difficulty using the appropriate word. For a long time, looking for the expression she wants to use and often going to use a wrong, similar to the right one.
- Written text can make mistakes in the same word.
- He has the problem of seeing (sometimes even listening) differences and similarities in words and letters.
- It has distorted the perceptions of differences in the details of the letters, their positions – for example, inverted shapes (b, d).
- Often omitted or added letters with words.
- He has difficulty understanding the jokes and statements that are symbolic.
- It is not able to distinguish between cavities, soft / hard syllables (di – dy) or small or big tones.
- It is a problem to determine the correct word order in the word, words in a sentence.
- It has the problem of 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 right / left.
- It may have difficulty in positioning between levels – harder to "read" social situations or speech.
- It is difficult for us to know what word we will leave if we take the original letter (if you say the word "train" and ask what word we get if we remove the letter v).
- He has difficulty in learning foreign languages.
Motivation and support are important
The child will struggle with dyslexia throughout his life. Therefore, it is very important that the awareness of its difficulties is not a source of anxiety. The parent should motivate the child and encourage him to stop trying and not give up despite the initial failure.
It can also help with the following activities the parent can practice with him daily:
- The child learns better through the game. If you go to the store, try to play it: How many food you find, which starts like its name (if Petko is said, he can find parsley, pepper, oranges …)
- Cut the letters from the hard paper, paint them and try to make the words related to them.
- Make the most of your child by creating words. Ask what word it gets and if the word cat will get what the word then gets and add sat. (words can be invented, they do not have to make sense, it is necessary to teach them the sounds of the letters).
The Council concludes – the child is quicker with this disorder and will make rapid progress if it is not stressed but will feel your patience and support.