Dyslexia is the most common of the Learning Disabilities and it has a strong genetic basis. Current research has shown that structural and functional brain differences are present. However, there is much confusion among the general public, on what the term “Dyslexia” actually refers to. Most people believe that Dyslexia refers to the reversing of letters or words, or the shimmering and dancing of words on a page. Research now shows that letter and word reversals are common among early average and dyslexic readers alike, and in itself, word reversals may or may not indicate a reading problem. Now, it is known that Dyslexia is neurobiological in origin. It is characterized by difficulties with “fluent word recognition” and problems with decoding. Decoding refers to the ability to identify new words using letter-sound relationships within sentence context. There appears to be a deficit in the phonological component of language. The teacher and/or parent may notice that the child may not be able to read as many words as classmates by sight (fluent word recognition) and in addition, the child may guess or attempt to sound out words. Fast and correct Word Recognition is the main component of fluent reading. As a child’s reading skills improve, they eventually need to be able to recognize a word without the benefit of adjacent words for contextual help.
Spelling problems are usually present as well. Spelling ability also has a genetic component to it as Dyslexia does. Spelling, in particular, can be difficult for people with Dyslexia. Analyzing phonemes (individual sounds in words) can be problematic for children with Dyslexia. If Dyslexia is suspected, the teacher can administer a phoneme awareness and letter awareness test. These tests can help to predict future spelling issues. Dyslexia can not only affect spelling, but can impact writing and math as well.
People used to believe that Dyslexia is caused by visual perceptions deficits, however now it is known that this disorder is characterized as a language processing issue at the phoneme level.
Dyslexic children frequently struggle in their everyday life. They can suffer from insecurities arising from the process of reading and can be greatly affected by social stigmas that equate reading issues with low intelligence. Furthermore, those with Dyslexia can be easily distracted/annoyed by noises and other events in their environment. Frustration levels can be high due to the above issues.
If your child’s teacher has noticed some issues; then please take this quick test to determine if your child may have a potential condition that may require further action.
If your child shows any of these symptoms? If they display any of these signs, they might be suffering from dyslexia and you might need to go to a dyslexia specialist for further testing.. Remember, an accurate diagnosis can only be made through clinical evaluation.
Does your child has any of these Dyslexia Symptoms:
- Does your child have trouble recognizing rhyming words?
- Does your child have difficulty taking away the beginning sound from a word?
- Does your child have difficulty reading unfamiliar words and often guesses at them?
- Does your child resist writing tasks?
- Does your child have trouble with punctuation and capitalization?
- Does your child have messy handwriting?
- Does your child make frequent spelling errors and sometimes cannot recognize common sight words?
- Does your child not like to read for fun?
- Does your child struggle to understand what he or she has read and reads slowly?
- Does your child have issues remembering details from passages read the day before?
- Does your child have difficulty with word problems in math?
- Does your child mispronounce certain words with more than one syllable?
- Does your child pause, repeats or makes frequent mistakes when reading aloud?
- Does your child become frustrated or angry when doing school work?
The above signs and symptoms are presented for your own personal edification. However, the signs may provide a useful method to screen for reading and other issues. The above list may assist you in identifying if your child has an educational risk and may aid you in deciding if further professional testing is required. We do know that 50 percent of students who receive Special Education services are identified with dyslexia . We also know that individuals with dyslexia, experience academic difficulties, motivational issues, higher levels of frustration and that all these issues can eventually lead to a lower level of occupation satisfaction.
If you have concerns about your child’s performance in school – then after weighing the facts contemplate getting the Ball Rolling consider taking action by requesting a meeting with the teacher to discuss the possibility of beginning the RTI (Response to Intervention) process. RTI is not a special education program, however, it can help the teacher to determine if special education services will be needed.
Help is available and parents can become involved by requesting that the school evaluates the child. Know your rights and become familiar with the “Individuals with Disabilities Education Act” (IDEA). Know Your Rights.
***** The key to success is an early intervention! *****
LDRFA.ORG offers grants for free assistive technology tools to students with learning disabilities and dyslexia.