Dyslexia, dyslexia, dyslexia isolated or circumscribed reading and spelling weakness, LRS, reading and spelling disorder, partial performance weakness, partial performance disorder.
Definition
The diagnosis of dyslexia is usually the result of observations that show that there are problems in the written language area that are not due to inadequate teaching and that are exclusively related to the area of dyslexia. Symptoms are always of a specific nature, which means that not all symptoms must always apply to a child. Conversely, a list of symptoms can never claim to be complete, since new symptoms can always appear.
As a rule, however, the following symptoms can typically be observed again and again in dyslexic children:
- Slow and halting
Analogous to the historical change in the concept of dyslexia, differences in diagnosis are also noticeable. Even today, there are still different diagnostic procedures and approaches. As a matter of principle, problems in the area of dyslexia occur just when types of errors (see definition) accumulate and other typical symptoms become noticeable, a discussion between the parents and the teacher should take place.
As a rule, the first diagnostic procedures can already take place at school. If further diagnostic procedures (such as intelligence diagnostics) become necessary, the school psychology service can be called in. You can also contact the educational counseling centers in your area or a child and youth psychologist yourself.
As a rule, a diagnostic procedure should start with a preliminary talk. During the interview, individual incidents can be discussed which may lead to conclusions about the presence of a reading and spelling weakness (dyslexia). These would be, for example, pre-, peri- or postnatal events, early childhood diseases, family and school situation, work behavior, dealing with stress situations, etc.
Only after the first contact interview should standardized test procedures be used, which can provide conclusions about a child’s individual performance. As a rule, an intelligence test and a reading and spelling test are carried out. The diagnostics not only aim to give a name to the problems, but primarily to ensure that a targeted and individually oriented support is provided.
The two words “fördern” and “Diagnostik” form the compound word “Förderdiagnostik”, the contents of which are discussed below. Especially when types of errors (see definition) accumulate and other typical symptoms become apparent, a discussion between the parents and the teacher should take place. As a rule, the first diagnostic procedures can already take place at school.
If further diagnostic procedures (such as intelligence diagnostics) become necessary, the school psychology service can be called in. You can also contact the educational counseling centers in your area or a child and youth psychologist yourself. As a rule, a diagnostic procedure should start with a preliminary talk.
During the interview, individual incidents can be discussed which may lead to conclusions about the presence of a reading and spelling weakness (dyslexia). These would be, for example, pre-, peri- or postnatal events, early childhood diseases, family and school situation, work behavior, dealing with stress situations, etc. Only after the first contact interview should standardized test procedures be used, which can provide conclusions about a child’s individual performance.
As a rule, an intelligence test and a reading and spelling test are carried out. The diagnostics not only aim to give a name to the problems, but primarily to ensure that a targeted and individually oriented support is provided. The two words “fördern” and “Diagnostik” form the compound word “Förderdiagnostik”, the contents of which are discussed below.
The term “Förderdiagnositk” is used to describe a diagnostic procedure that is not content to make a diagnosis, but also claims to make specific statements with regard to appropriate support and therapy.The aim of the advancement diagnostics is to avoid that by diagnosing “dyslexia” the basic evil of all problems has been recognized and one can now rest on the diagnosis. Especially in the 70’s and 80’s, when dyslexia was declared a “fad”, the diagnosis of dyslexia was a chance to avoid problems in the treatment of dyslexia. Rather, this specific diagnosis should help to counteract problems through specific forms of exercise.
In a special way, an error diagnosis evaluates errors and assigns them to the different learning and support areas in a typified way. As already mentioned, the term “Förderdiagnostik” consists of two parts. On the one hand, the emphasis is placed on differentiated diagnostics, on the other hand, however, one hopes that these diagnostics will also make specific statements regarding individually oriented support.
Promotion + diagnostics = promotion diagnostics. Belong to a promotion diagnostics:
- An analysis of the basic skills and a learning observation that shows first typical problems (see above)
- Identification of problems and abnormalities in the development of a child (pre-, peri-, postnatal probalms, reduced reading consumption within the family, role model character of parents)
- The diagnostics of intelligence, whereby care should be taken to use intelligence tests that are not based on written language. Such intelligence tests are called “non-verbal intelligence tests”.
They are intended to prevent intelligence from being lost due to existing problems in
Basic skills are understood to be the basics that are of particular importance for the acquisition of the written language. With regard to the acquisition of reading and (legal) writing skills, these include
- Fine motor skills (= knowledge how a word is written and turnover of this knowledge)
- Ability to analyze sounds (sound = letters spoken in the word, which, unlike spelling (A, Be, Ce), are only pronounced as they are used in the word: TREE – B AU M, where B is not spoken as BE, AU is not spoken as A and U, M is not spoken as EM)
- Auditory discrimination skills (ability to perceive even small differences with the ears, e.g. in sounds: b-d, g-k, … or in words: trousers – rabbit, etc. )
- Kinaesthetic discrimination skills (= ability to perform movements and to perceive them.
In the area of written language acquisition, this refers to the fine movements of the speech apparatus, e.g.
Dyslexia (partial performance weakness) implies normal to above average intelligence. Problems occur in isolation in the area Which intelligence test is used to measure intelligence varies. Since the intelligence quotient as such is not a generally valid measure, but only reflects the current state of intelligence in relation to a particular test procedure, it must be noted in an expert opinion which procedures were used.
Since there are many different procedures for determining the intelligence quotient and thus for measuring intelligence and the individual’s state of development, only a few test procedures will be discussed here as examples. On the one hand this is due to the quite frequent use of the HAWIK (Hamburger Wechsler Intelligenztest für Kinder) and the CFT (Culture Fair Intelligence Test). The HAWIK tests via various subtests, such as: picture complements, general knowledge, computational thinking etc.
the practical, verbal and general intelligence. The CFT measures a child’s individual ability to recognize rules and identify certain characteristics. It also measures the extent to which the child is capable of non-verbal problem recognition and solution. The test consists of five different subtests.
