It is very important to recognize this disorder in a timely manner.
What exactly is dyslexia?
A developmental disorder that includes specific learning disorders, is more specific in reading. The child has a problem to read despite acceptable intellectual abilities, to understand the reading text and to reproduce it correctly in writing.
The most common cause is a genetic assumption (up to 40% of dyslexic parents have a dyslexic parent), to a lesser extent, abnormal factors (brain damage in the antenatal, perinatal or post-natal 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 as non. For this reason, literacy is a big problem.
The children learn to read in a way they learn to connect the sound of the letter / words in their written form. And in this regard dyslexia is a big problem. Reading does not become an automatic activity, because children with dyslexia have a problem decoding words and letters, assigning them to audio format, and then using this ability to read non- words.
Although the diagnosis of this disorder is complex and requires a comprehensive psychologist's examination, the parent may also suspect the disease if he or she is well aware of the child and noticing it.
If your child has this type of problem, try pedagogical psychological counseling:
- One of the first warning signs is to develop slow speech. The child probably knows a little or a little about his age.
- There is a problem connecting phonemes and graphs – linking the visual form of a letter with its wording. It's definitely not a letter of the alphabet that makes the sound (imagine that you see the letter B. Now reading it out loud, Disektik has this big problem).
- He's reading at a much lower academic level than he says.
- When reading high, short words often skip.
- It often happens to confuse letters in similar words or sounds.
- It has the problem of assigning a visual object to a air (it will bring 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 to find out if two vocabulary is rhyming.
- He has difficulty learning new words, getting to know the colors.
- He has problems with rickshaws teaching with some rhythm.
- He reads slowly, does not like to read loud, he finds it hard to understand reading text because of difficulties in delaying letters and words.
- He has difficulty reproducing text reading. Even if he is a fairytale story reader, he may not have the problem to summarize the story.
- They may have difficulty using the appropriate word. For a long time, he's searching for the phrase he wants to use, and often happens to use the wrong, like the same one.
- The written text can make mistakes in the same word.
- He has the problem of seeing differences and similarities (sometimes even hearing) in words and letters.
- It has a punctual perceptions of differences in the details of the letters, their positions – for example, inverse shapes (b, d).
- Often omit or add letters in words.
- It's hard to understand the jokes and statements that are symbolic.
- It can not distinguish between ponds, soft / hard (non – dy) spillages or short or long drinks.
- There is a problem to determine the correct word order in words, words in sentence.
- He has the problem of keeping words in short-term memory (if asked to bring a book, paper and pencils, it will bring one, not always everything).
- You can knit to the right / left.
- It may be difficult to install windows between layers – it's harder to "read" social situations or speech.
- It makes it difficult for us to find out what word we leave if we take the initial letter (if you say the word "train" and ask what we get we delete the letter v).
- He has a foreign language learning difficulty.
Motivation and support are important
The child will struggle with dyslexia throughout his life. Therefore, it is very important that awareness of difficulties is not a source of stress. The parent should activate the child and should promptly try and not give it despite the initial failure.
It can also help with the following activities that the parent can practice with each day:
- The child learns the best through the game. If you're going to the store, try to play it: How much food you've found, which starts as its name (if Peťko is called, it can find it parsley, pepper, orange …)
- Cut out letters of hard paper, color them and try to make the words associated with them.
- Make the most of your child creating words. Ask what word it's got and if the word cat takes what a word gets and add a seat. (words can be invented, they do not have to make sense, it is essential that they learn the sounds of the letters).
The Council ends – the child is quickest with this disorder and will make rapid progress if he has not been stressed but he will feel your patience and support.