How the Symptoms of Dyslexia Develop
Dyslexia
Difficulties with reading and writing can be acquired for family, physical or psychological reasons, because of unsuitable teaching methods, gaps in knowledge or lower ability. In contrast, dyslexia is genetic – a person is born with it. How this tendency develops later depends on the environment. If a person with dyslexia has suitable conditions that match their needs, they will not have serious problems at school later on.
Recognising dyslexia early is very important. Some symptoms can be noticed even before school. The crawling stage affects how the coordination needed for reading and writing develops. In many people with dyslexia this stage was missing or short. These children often crawl backwards or sideways. Parents should watch their children. Because dyslexia is genetic, extra attention is needed if there are people with dyslexia in the family or among relatives.
The first problems appear when the child starts school. The child then finds reading, writing and arithmetic hard. The reason for the difficulties should be clarified straight away, and if it is dyslexia, no precious time should be lost. Repeating the exercises over and over does not bring the desired result – only disappointment for the child and the whole family.
This must not be allowed to happen. We know that dyslexia is not an illness or a disability, and that children with dyslexia are not lazy or stupid.
I am a dyslexia trainer, and many mothers and children find help with me.
A computer test – or, for young children, a game or other means – can show which sensory perceptions have developed differently and need to be corrected.
The first part of the test is about attention.
The second part looks at the wide range of senses we need for reading, writing and arithmetic. These are:
- Visual discrimination – the ability to see what is the same and what is different, and to compare them;
- Visual memory – the ability to remember, keep and recall what has been seen;
- Visual sequencing – putting visual impressions in order;
- Auditory discrimination – telling particular words (that sound the same or different) apart among the words heard;
- Auditory memory – remembering, keeping and, when needed, repeating what has been heard;
- Auditory sequencing – working out which word came first in a sentence;
- Spatial orientation – judging space and time, size and wholeness;
- Telling left from right – finding one's way using the position of one's own body.
The test analysis shows which sensory perceptions need attention.
So far we have talked about primary dyslexia.
In some cases children cannot cope with the constant demands. They fall behind and gradually become extremely reserved and withdrawn. This is called secondary dyslexia. Compared with primary dyslexia, it is much harder to overcome.
It is essential to notice the first symptoms in time so that the child can be helped. Children need success – it brings them joy. We do not want sick, desperate children who do not believe in themselves. It is especially important that the family, the teachers and the dyslexia trainer work together. The teacher should not always be the only one held responsible for the success of a child with dyslexia.
When the circle is closed and the child sees that they are not alone with their problem, results will soon follow.
Comments such as "More practice" or "Leaves something to be desired" are wrong in this case. I would like to point out that there are many hard-working teachers who do not know about dyslexia. They should rethink their approach if they care about their profession.
It is important to understand the difference between a spelling mistake and a perception error. Children with dyslexia make perception errors. This means that they do not notice them at the moment of writing or reading. These are errors in frequently used words. They can be grouped as follows (the examples are German words):
- A missing letter, an extra letter or letters that have swapped places (geih, geleich, geilch)
- Letters turned the wrong way (dald, Murm)
- Swapping letters that sound alike (kleich, Walt)
- Lengthening or shortening sounds (schwihmen, küsen, faren)
- Memory errors – familiar words are written wrongly, the same word is written in different ways (vür, wier, fon)
- Combined errors (schwihmen, dlad)
The cause of the problem is that a child with dyslexia finds it hard to direct their thoughts when reading, writing and doing arithmetic.
The solution comes from improving attention and sensory perception through targeted training. The training must be tailored to the pattern of the child's errors.
For a child with dyslexia, three-dimensional representations of letters and numbers are essential. What they touch with their hands stays firmly in memory. It is good to practise not only the main word but also words formed from it. For example, take the German word fahren (to drive): when I work with a child on this word, I also practise Fahrzeug (vehicle), Fahrer (driver) and others.
Clay, plasticine, shaving foam and other modelling materials can be used for this. This work is great fun, enjoyable and very effective at the same time.
Working with a computer also matters. Children with dyslexia have a great liking for it.
An individual programme is drawn up for each child, aiming for the best possible effect.
A child with dyslexia needs a lot of understanding and time; only then will they be able to cope with reading, writing and arithmetic like other children.
These children must not be left behind in special auxiliary schools!
They need constant support and monitoring.
Let us try together to create a world in which people with dyslexia find their place – a society without prejudice!
Let us listen carefully: people with dyslexia have something to tell us, and we can all learn a lot from them!