With dyslexia, the ability of the individual to recognize words (and sometimes numbers) in writing is impaired. Sufferers of this disease have difficulty in determining the sounds of speech (phonemes) and their location, as well as whole words in the right order when reading or writing. What treatment is preferred for this disease, you will learn in the article on "The technique of early detection of dyslexia."
Possible reasons
There is no consensus on the nature of dyslexia. Most experts believe that the condition develops due to specific abnormalities of the brain, the causes of which are unknown. A violation of the interaction between the right and left hemispheres of the brain is assumed, and it is also believed that dyslexia is a problem of the left hemisphere. The consequence is the dysfunction of the brain regions associated with understanding speech (Wernicke's zone) and speech formation (Broca's zone). There is a tendency towards hereditary transmission of the disease and a clear genetic connection - dyslexia is often observed in members of the same family. Dyslexia is a multifaceted problem. Although all dyslexics have problems in obtaining reading and writing skills (which are usually not related to their overall intellectual level), many can have other abnormalities. Characteristic features are:
- The difficulty with the arrangement of sounds in the word;
- inability to memorize the names of letters, numbers and colors;
- inability to distinguish sounds or rhyming words;
- confusion of letters and words with a similar structure: thus, "and" are confused with "n", "c" becomes "o", and "w" - "ni".
- clumsiness and lack of coordination;
- inability to distinguish between "left" and "right";
- decreased attention and concentration;
- emotional lability;
- disorganization;
- inability to plan, misunderstanding of the concepts "tomorrow", "today" and "yesterday";
- problems in mastering basic mathematical knowledge.
Although they are born with dyslexia, difficulties arise with the beginning of education, when sick children first encounter written speech - it is at this time that the problem is revealed. However, the disorder can be suspected before - in the preschool age, with a delay in speech development, especially in families where there were cases of this disease.
Inability to learn
The beginning of schooling for children with dyslexia brings with it incredible difficulties; they can try very hard and spend more time for lessons than their peers, but in vain. Those who do not receive treatment do not have the necessary skills; even realizing that they are performing the task incorrectly, they are not able to correct mistakes. Children are upset, they are bored and difficult to concentrate. They can avoid doing homework because they are sure that they will not be able to do it correctly. Failures in school often undermine self-confidence, which can lead to even greater isolation of such children. Enraged, upset and misunderstood, the child begins to behave badly both in school and at home. If dyslexia is not recognized in the early stages, the condition can have a devastating impact not only on school performance, but also on other areas of life. Parents, teachers and other people around the child often can not identify the problem and fall into the trap of "myths about dyslexia." There are several common myths, or misconceptions, about dyslexia:
- dyslexics are "stupid" - children with any level of intelligence can suffer from the disease;
- the dyslexics are "lazy", they make "stupid mistakes", they are "negligent" or "inadequate" - information processing for dyslexics is extremely difficult;
- Dyslexics are deprived of talents;
- dyslexics are indifferent;
- dyslexics are doomed to a futile job - if the problem is identified and effective treatment is conducted, there are no barriers to choosing any profession from a wide range of options.
The cultivation of such myths only postpones the early diagnosis of the disease, which only aggravates the situation. Since the nature of dyslexia is very diverse, the incidence of this disease is not known reliably. It is believed that in European countries the prevalence of dyslexia is about 5%. Boys suffer dyslexia more often than girls, in a ratio of three to one. The diagnosis of dyslexia can be made after a series of tests. Early detection of the condition, as well as the introduction of special training programs can help the overall development of sick children. The slow development of the child, even in the case of targeted efforts to eliminate the backlog in any area, requires a survey for dyslexia (or another option for learning difficulties). This examination is especially important if the clever child successfully progresses in speaking.
Examination
Any diligent child who is having difficulty reading, writing or doing arithmetic, and also unable to follow instructions and remember what has been said, is subject to examination. Dyslexia is associated not only with problems in singing, so the child should be examined not only from these positions, but also in terms of his speech skills, level of intelligence and physical development (hearing, sight and psychomotorics).
Tests for detecting dyslexia
Physical tests are rarely used to diagnose dyslexia, but they can rule out other likely causes of a child's problems, such as undiagnosed epilepsy. Socio-emotional or behavioral tests are often used to plan and evaluate the effectiveness of treatment. Assessment of reading skills is designed to identify patterns in the child's mistakes. The test includes word recognition and analysis; fluency, accuracy and level of word recognition in the proposed text fragment; tests for understanding written text and listening. The child's understanding of the meaning of words and the comprehension of the process of reading; the diagnosis of dyslexia should also include an assessment of the capacity for reflection and inference.
Recognition skills are analyzed by testing the child's ability to call sounds, divide words into syllables and combine sounds into meaningful words. Language skills characterize the child's ability to understand and use the language. Evaluation of "intelligence", (tests for cognitive abilities - memory, attention and drawing conclusions) is necessary for the formulation of an accurate diagnosis. The complex of the survey includes counseling the psychologist, because behavioral problems can complicate the course of dyslexia. Although dyslexia is inherently a disease, its detection and treatment is rather an educational problem. Parents may have their own suspicions, but it is easier for teachers to identify children with learning difficulties. Any child who does not have time in the school must be examined to determine his educational needs. Educational institutions should be guided by a clear, legally established set of recommendations for children with learning disabilities. This will allow schools to take responsibility for the special education of children with learning disabilities. One of the main tasks is the early identification and examination of such children, which should contribute to the disclosure of their potential.
Special training programs
Parents, educators, teachers and organizers of health care are involved in identifying any diagnostic feature that will require a child's examination. Each school should have a coordinator for special educational needs, which conducts a survey of children with learning difficulties at the school. He can also take into account information received from other specialists, including a school psychologist and a district pediatrician or a health visitor. The result of the survey is a description of the strengths and weaknesses of the child's development, which will make it possible to draw up an individual training plan. For most children, both the survey and the drawing up of an individual plan can be carried out on the basis of the school, without the need to remove the child from the main class. Only a few children have special needs that can not be met through school resources. In such cases, the child's education is transferred to a specialized institution.
The purpose of diagnosis is not treatment as such, but the design of a specialized training program. The cause of the disease in most cases is unknown, so there are no methods of drug therapy. Children with dyslexia require a flexible approach to learning and implementing methods such as:
- direct training in sound skills (recognition of sounds and the definition of their order within words), as well as decoding and analyzing words;
- assistance in acquiring language skills and literacy skills;
- assistance in organizing and coordinating the written language;
- help in using different types of communication.
People with dyslexia learn to adapt to their condition to a greater or lesser extent depending on the personality characteristics and the support they receive at home and at school. In spite of the fact that dyslexia is a life-long problem, many dyslexics acquire functional reading skills, and sometimes they achieve full literacy. With early recognition of the disease and providing the necessary additional training, dyslexics can learn to read and write at the same level as their peers, but these skills will still be given them with difficulty. Any delay in diagnosing complicates the child's adequate development and reduces the likelihood of his becoming a full-fledged member of society in the distant future. Now you know what the technique of early detection of dyslexia can be.