Pre-school children with dyslexia may be late in learning to talk and in building vocabularies, but since this is a disability specific to reading, school-aged children are more easily discovered to have the condition. It is the most common learning disability of childhood. The following list contains some characteristics of children with dyslexia. These are examples of the signs and symptoms that a physician will look for when diagnosing a child with this condition.
- an inability to recognize printed words and letters
- a reading level that is notably below that of peers
- a reversal of letters when writing
- a reversal of the usual sequence of words
- an inability to properly space letters and words when writing
- difficulty sounding out unfamiliar words when reading
- difficulty rhyming words
- problems following directions, particularly multiple commands or rapidly given instructions
- problems remembering the proper sequence of objects or tasks in age-appropriate activity
The diagnosis of dyslexia is usually made using information from parents, teachers and caregivers as well as from vision, hearing and psychological examinations. Educational testing is also commonly used in the evaluation of a child for dyslexia.
1- Other Conditions that Frequently Occur with Dyslexia
Attention Deficit/Hyperactivity Disorder (ADHD) and Auditory Processing Disorder (APD) are the 2 other childhood disorders most frequently found in children with dyslexia. Speech and language impairments and disorders may also be present. The presence of any of these other disorders can dramatically complicate the child’s academic difficulties. Additionally, children with dyslexia may develop conduct disturbances–particularly in the school setting. Oppositional and defiant behaviors can be present as well as school refusal, truancy, withdrawal, avoidance, anxiety and depression. Children with dyslexia also often have sensory and motor deficits.
2- The Impact of Dyslexia upon Children and Their Families
Some children with dyslexia may not be able to overcome their learning disability well enough to function as their peers do academically. Further, many will have to be placed in school settings with a remedial curriculum. Consequently, social stigma can be significant. Some children will equate their reading problems with having low intelligence although poor intellectual ability does not cause this condition. As a result of these types of experiences, low self-esteem is common for these children. The necessity of remedial education can further isolate them from their peers and age-appropriate opportunities for social development.
Families may have to provide ongoing emotional support as well as enhanced educational efforts in the home. Many will have to cope with school refusal as well as other acting out behaviors related to academic problems, social problems and frequent disciplinary actions. In order to cope with dyslexia, families frequently assist their children by providing tutors and other intensive after school educational efforts. Frequently, family members will be called upon to help with daily homework and to provide reading instruction at home. Children with dyslexia can feel overburdened with their additional workload and some will lose recreational and social opportunities as a result of the additional work. Many such children will experience increased stress, anxiety, anger and resentment.
Children with severe dyslexia and slow remedial progress will struggle emotionally as they compare themselves to higher achieving peers or siblings. Some of these children will have to be helped to set reasonable career goals that can accommodate dyslexia since reading problems can persist into adulthood despite remedial efforts.
3- Treatment Options
It is not yet known how to correct the cause of dyslexia. Treatment of this condition is primarily educational and children with dyslexia are typically evaluated with psychological and educational testing from which an individualized plan for remedial education is developed. Most children will best benefit from a multisensory approach to education in which learning occurs through the use of hearing, visual aids, touch and sometimes movement.
Specially trained teachers and other professionals can assist children in finding ways to learn that compensate for their reading problems. At times, teachers and classrooms may provide enough opportunities for multi-sensory learning, but some children will benefit from additional therapy such as sensory integration. Sensory integration therapy is typically done by an occupational therapist that provides activities and structured tasks designed to improve neurological functioning. Children who work with such therapists will typically be seen in an office that is equipped with slides, ramps, swings, balls and other materials that appeal to all 5 senses.
Additionally, children can be helped with the use of recorded materials that replace or supplement written information. Work with tutors trained in remedial education and with teachers who are reading specialists is very beneficial. For children who have developed emotional and behavioral issues, psychotherapy may be indicated. Supportive and educational counseling for family members can reduce the stress of coping with dyslexia and related issues.
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