It's important to recognize this disorder in a timely manner.
What exactly is dyslexia?
This is a developmental disorder that includes special learning disorders, more specifically reading. Children have problems to learn to read even though intellectual abilities are acceptable, to understand the text being read and to reproduce correctly in written form.
The most common causes are genetic predisposition (up to 40% of dyslexic parents have dyslexic parents), in lower 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 how the brain works. People with dyslexia use different parts of the brain to read as they don't. For this reason, literacy is a big problem.
Children learn to read in the way they learn to connect the sounds of letters / words in their written form. And in dyslexia this connection has a big problem. Reading is not an automatic activity, because children with dyslexia have problems deciphering words and letters, putting them into their sound form, and then using this ability to read without words.
Although the diagnosis of the disorder is complicated and requires a comprehensive psychologist's examination, parents can also suspect the disease if they are carefully aware and observing the child.
If your child has a problem like this, please seek psychological-pedagogical counseling:
- One of the first warning signals is the development of slow speech. It seems that the child knows little or little about his age.
- There is a problem connecting phonemes and graphs – connecting the visual form of the letter with his words. It is not clear which letter of the alphabet makes sound (imagine you see the letter B. Now reading it aloud, Disektik has this big problem).
- He read at a much lower academic level than he said.
- When reading aloud, short words often jump over.
- It often happens that it confuses letters in similar words or sounds.
- It has the problem of placing visual objects into words (it will bring a knife instead of a fork).
- He has a problem with the use of words that sound the same but have different meanings.
- It's hard for him to know what two poems are.
- He had difficulty learning new words, recognizing the colors.
- He has a problem with the teachings of rickshaws that have rhythms.
- He read slowly, he did not like to read aloud, he had difficulty understanding reading texts because of the difficulty in decoding letters and words.
- He has difficulty reproducing read text. Even if he is a fairytale reader, he might not have a problem summarizing the story.
- They may have difficulty using the right words. For a long time, he searched for the phrase he wanted to use, and often the wrong use occurred, similar to the right one.
- Written text is able to make mistakes in the same words.
- He has problems seeing (sometimes even hearing) differences and similarities in words and letters.
- This has deviated the perception of differences in the details of letters, their position – for example, inverse forms (b, d).
- Often skip or add letters in words.
- He has difficulty understanding jokes and symbolic statements.
- He is unable to distinguish between pits, soft / hard (di-dy) or short or long syllables.
- This is a problem to determine the exact word order in words, words in a sentence.
- It has a problem storing words in short-term memory (if you ask him to bring a book, paper and pencil, he will bring one, not all of them).
- You can knit right / left.
- This may be difficult to adjust between layers – it is more difficult to "read" social situations or speeches.
- It makes it difficult for us to find out what words we will leave if we take the initial letter (if you say the word "train" and ask what word we get if we delete the letter v).
- He has difficulty learning foreign languages.
Important motivation and support
Children will struggle with dyslexia throughout their lives. Therefore, it is very important that awareness of the difficulties is not a source of stress. Parents must 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 that parents can practice with him every day:
- Children learn best through games. If you go to the store, try to play it: How much food you find, which starts as the name suggests (if Peťko is called, he can find parsley, pepper, orange …)
- Cut the letters of hard paper, color them and try to make the words associated with them.
- Get the most out of your child by making words. Ask what words are obtained and whether the word cat will take what words are then obtained and add sat. (words can be created, they don't have to be reasonable, it's important to teach them the sound of letters).
The council concluded – the fastest child with this disorder and will make rapid progress if he is not stressed but will feel your patience and support.