What Are the Treatments for Dyslexia causes, symptoms and treatment child with dyslexia how to help a child with dyslexia test for adults types of dyslexia treatment for children how to help students with
The term dyslexia is quite common in the educational field. It is usually linked to school failure, thus obtaining an explanation for the low performance that characterizes it.
But their common use does not always mean a correct use of the term, which does a disservice to people suffering from this disorder. Do we know what dyslexia is? What characteristics does the person who suffers?
What is dyslexia?
what is dyslexia Dyslexia is a learning disorder of neurobiological origin that accounts for about 40% of school failures. It is estimated that about 10% of the student population suffers.
Unlike what is commonly thought, dyslexia is not always associated with low intelligence. It can occur in people with medium and high IQ, without necessarily presenting problems in the intellectual and emotional areas.
As a learning disorder, it has assessment and diagnostic instruments, as well as different
What causes dyslexia?
Dyslexia is a neurological disorder. Different investigations have concluded that people suffering from this disorder are not characterized by intelligence and personality problems, but by a different information processing.
Symptoms of dyslexia?
Symptoms of dyslexia: The most striking symptom of dyslexia is poor school performance. this is the reason why it is usually the educational center that decides to start evaluating the student in search of explanations on which to intervene. This low school performance is caused by a set of problems in the areas that intervene in learning, such as:
The child’s reading is clumsy, with difficulty to get a fluent reading. Repeat some words and invent others. Must read letter by letter to decipher the words that make up the text, is not able to recognize at glance words very commonly used. Reading comprehension is poor, which causes performance problems in all subjects.
Memory is good if it comes from direct experience (real learning situations in which he is the protagonist). It also has a very good pictorial memory, becoming able to remember, for example, many details of a painting that perhaps other people would go unnoticed.
The spelling is bad, often impossible to read. He omits letters when writing, he writes inverted letters, he adds non-existent letters … they are usually children who put a lot of pressure on paper when writing, as a result of the anxiety generated by this disorder.
Regarding speech, the child has problems structuring sentences. He does not usually finish sentences and may have pronunciation problems.
Spatial orientation is also diminished ; the child usually has problems to differentiate the left from the right.
The attention is poor. It is a great effort to concentrate on the task you are doing, with an added difficulty: distraction. They are children of very difficult concentration and very easy distraction.
On an emotional level, the child with dyslexia needs to be understood to avoid feelings of inefficiency and low self-confidence. Generally, they are students who are aware of their problems and know that they can not learn in the same way that their peers learn.
This, together with the poor results that they usually get if there is no intervention, can lead to problems of mood, such as depression and anxiety, which will further aggravate school failure.
Once known the characteristics that encompass this learning disorder, the intervention tries to take advantage of the strengths of these people to counteract those weaknesses that hinder learning. Some effective guidelines are:
Change the way of learning. Take advantage of the good pictorial memory and experimentation that these people have to encourage learning based on direct experience and visual images. Avoid written information that should be read, as we have seen, are usually children with poor reading comprehension and easy distraction to tasks that need high concentration.
Get simple instructions, one at a time. Explain each instruction well with as few words as possible. The modeling works very positively (perform the activities that the child must do to serve as an example).
To reinforce the advances that the person is getting. When it comes to scoring knowledge, take into account the effort and progress made. This is the real challenge for
Give him time to think, reason and answer. If you do not reason enough, we can train this ability by asking questions that the child can answer.
Do not punish poor understanding, bad writing and / or bad reading. Even with effort, sometimes it happens. We should encourage repeating it to make it better.
A case of untreated dyslexia can be very harmful to the person, not only because of the school failure it entails but because of its emotional involvement. Therefore, it is important to visit a professional to determine the specific needs that each patient requires and to be able to work based on individual requirements.
Diagnosis of dyslexia
Many professionals agree that there is an overdiagnosis of this disease, since the prevalence is, depending on the different populations, of 7-10%.
It can never be diagnosed before the age of 8 or the second year of school since there may be a normal delay in acquiring the written code. And after this age we must make a clear distinction, clearing non-quantifiable factors of development , such as emotional aspects that do not allow the child the normal development of reading and writing.
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