Typical signs for the identification of dyslexia

In the initial stage of learning to read and write within each child some problems , which are often temporary. In some children, however, substantial problems in the following areas : identifying letters, votes , linking letters and sounds , hearing differentiation and memory , visual memory and distinguishing shapes of letters, syllables binding , conquering reading techniques , conquering the reading comprehension and writing . Some of these problems can persist for many years , some children offset . In the later years of schooling , you can still join the organization and learning problems that are related to learning a foreign language (especially writing) , mathematics , design notes in class. You can go to a specific perception of social relations and a greater sensitivity to the emotional field. Problems tend to embrace a number of areas and are not tied only to read and write at home and in foreign languages . Problems occur on a continuum from mild to severe ( called deficits) .

    Reading and writing the child resists . By reading the crying , looking for excuses to need a lot of breaks.
    In reading makes several specific errors ( omitted , turning letters, syllables handling , tampering extensions , disfigurement words).

    Reading the binding wins at a slower pace . Low understand and interpret the contents read only by using the below questions and guidance.
    It has a modest vocabulary. Difficult to formulate sentences and are less flexible application.
    Slower remember word instructions or new concepts . Needs a lot of illustration and concretization in acquiring new educational concepts and help recall the terms used in the vocabulary and the use of concepts in new situations .
    Appear to approximate problems itself , in space and on another ( the orienteering map , separating the left and right side , turning the sheet music necks , and not the position of the stave ) .
    Problems in the visual - locomotor coordination ( transcription ) .
    Problems in the hearing - locomotor coordination ( dictation ) .
    Slower progress in learning a foreign language . You may have problems with pronunciation , zapomnitvijo word translation and the formation of sentences , when writing and reading omits letters , snacks words.
    Reading distress is reflected in the field of learning , the child does not understand what is read , or it takes too much time reading and therefore learning is not effective .
    When learning is more difficult to collect , just give up and not resilient , has won the corresponding learning styles and relevant learning strategies .
    At home and at individual work is more relaxed and show more knowledge than the school.
    In the exercise can be particularly clever ( talent ) or less smart and do not participate in group sports and racing .
    Zpomnitev sequences ( alphabet , numeric type , remembering the steps in problem solving , remembering steps in practical activities ) is weak.
    In mathematics may have difficulty reading and understanding the instructions , discovering the essential information in the instructions , you can still replace the digits in number, difficult to retrieve memorized times tables or computational procedures . Increase the number of correctly and incorrectly written , or vice versa. When solving multi-tier tasks is uncertain because they do not know how to tackle the task . You may experience uncertainty when combining visual and verbal information in the tasks .
    In the classroom and home learning is less focused, odkrenljiv , impulsive or short-term attention .
    Problems arise in the preparation of school supplies , organization of time and space of learning.

Having dyslexia can occur resulting in :

    motivational problems ( forgetting tasks and responsibilities , avoidance learning, truancy , diverting attention )
    emotional problems ( self- sealing , non-cooperation, negativism , crying , apathy, obstacles posed , aggression )
    psychosomatic problems ( pain in the head , abdomen ) .

Some children have a parallel disorders ( attention deficit hyperactivity disorder , disturbance in attention and concentration , dysgraphia , dyspraxia ... ) .

It is important to quickly approach to reducing learning problems and mitigate them before they start to interfere with the child's intense school work and family life and to promote the development of children's strengths ( positive impact on self-esteem ), and children learn how to learn and live with dyslexia .

Tanja Cerne , prof. defectology

my knowledge - my strength