It is really important to recognize this disorder at the right time.
What exactly is dyslexia?
It is a developmental disorder that involves specific learning disorders, in particular reading. The child has a problem with learning to read, despite the acceptable intellectual abilities, understanding the text read and correctly reproducing it in writing.
The most common reasons are genetic predisposition (up to 40% of parents with dyslexia have a dyslexic parent), to a lesser extent exogenous factors (brain damage in 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 like those who do not. For this reason, the ability to read and write is a big problem.
Children learn to read in such a way that they learn to associate the sound of a letter / words in writing. Therefore, dyslexics have a big problem. Reading does not become automatic because children with dyslexia have the problem of decoding words and letters, assigning them to 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 is attentive and observes the child.
If your child has these types of problems, take advantage of pedagogical and 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 with combining phonemes and charts – combining the visual form of the letter with its sound. It is not certain which letter of the alphabet sounds (imagine that you see the letter B. Now read it out loud, Disektik has this big problem).
- He reads at a much lower academic level than he says.
- When you read aloud, short words often omit.
- It often happens that you mistake letters in words or similar sounds.
- It has a problem with assigning a visual object to the word (it will bring a knife instead of a fork).
- He has a problem using words that sound the same but have a different meaning.
- It is difficult for him to know if two words are rhymed.
- Has difficulty in learning new words, learning about colors.
- He has problems with the teachings of rickshaws that have a certain rhythm.
- He reads slowly, does not like to read aloud, has difficulty reading text because of the difficulty in decoding letters and words.
- Has difficulty in recreating the read text. Even if he is an expert on a fairy tale, he may not have a problem summarizing this story.
- They may have difficulty using the right word. For a long time looking for an expression he wants to use and often uses the wrong one, similar to the right one.
- The written text is able to make mistakes in the same word.
- He has a problem of seeing (sometimes even hearing) the differences and similarities in words and letters.
- It has a distorted perception of differences in the details of letters, their positions – for example, inverted shapes (b, d).
- Often letters are omitted or added in words.
- Has difficulty understanding jokes and statements that are symbolic.
- It is unable to distinguish between pits, soft / hard syllables (diodes) or short or long tones.
- The problem is to determine the correct order of words in a word, words in a sentence.
- He has a problem with 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 match between layers – it is more difficult to "read" social situations or speech.
- This makes it difficult for us to know what word to 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).
- Has difficulty in learning a foreign language.
Motivation and support are important
The child will struggle with dyslexia all his life. Therefore, it is very important that the awareness of its difficulties is not a source of stress. The parent should motivate the child and encourage him / her to stop trying and not give up despite the initial failure.
It can also help with the following activities that a parent can practice with him every day:
- The child learns best in the game. If you go to the store, try to play it: how much food you will find, what starts like its name (if it's called Peťko, you can find parsley, pepper, oranges …)
- Cut letters from hard paper, color them and try to make words associated with them.
- Make the most of your child by creating words. Ask what word he gets and whether the word "cat" will accept what word he will get and add sat. (words can be invented, they do not have to make sense, it is necessary to teach them the sounds of letters).
The Council concludes – the child is the fastest with this disorder and will make rapid progress if it is not stressed but will feel your patience and support.