Definition
The term “dyslexia” comes from the Greek language and means something like Reading difficulties Starting from this definition, various approaches have been made in history to try to regulate the cause and handling of this problem. From the consideration of the history the changed designations (dyslexia, LRS, reading and spelling weakness) and views result.
Frequency
Reading and spelling weaknesses can be found wherever a written language is learned. It is assumed that about 8% to 12% of all people in three different problem levels (easy-peasy) suffer from a reading and spelling weakness. The gender distribution proves the occurrence of this reading and spelling weakness in the ratio of about 1:3 to the disadvantage of boys, whereby it is assumed that this is due to a different motivation and not, as often assumed, to a gender-specific inclination to developmental delays or similar. Combinations with ADS or ADHD are also conceivable. A reading and spelling weakness can be caused by ADS or ADHD, but the cause of ADS or ADHD is not a reading and spelling weakness.
Difference to LRS
Dyslexia – unlike dyslexia in reading and spelling – can also occur in the form of a partial performance weakness in the case of giftedness. If the child also has dyscalculia, dyslexia can usually be excluded as a partial performance disorder. The simultaneous occurrence of dyscalculia and dyslexia can be excluded.
Both learning problems are partial areas that are affected by a learning problem. As soon as problems occur in both learning areas, not only one part (partial performance weakness) is affected by a problem. A dyscalculia and a reading and spelling weakness are conceivable, because the child then shows general weaknesses in class.
Symptoms of dyslexia
Symptoms are generally of an individual nature and must be considered and assessed in each individual case. We distinguish between: If you would like to learn more about symptomatic manifestations, please click here: Symptoms of dyslexia
- The primary manifestations of dyslexia – dyslexia
- The secondary manifestations of dyslexia and dyslexia
In children suffering from dyslexia, accompanying symptoms such as temporary inattention may be observed. This can be caused by a disturbed sensory perception, but also by learning methods that are not tailored to the child.
In addition, some children also suffer from concentration disorders, which means that some activities are only performed briefly or superficially. It is important to mention that the lack of concentration usually only exists in writing and reading tasks, other activities can be both intensive and persistent. Furthermore, children suffering from dyslexia often suffer from a lack of motivation to attend school.
This can even lead to a fear of school. The reason for this is usually the excessive demands of school, which takes away the child’s desire to learn and teach. The children usually show conspicuously bad grades in several subjects and not only in languages.
This is due to poor text comprehension. Furthermore, it is possible that children suffering from dyslexia have a very low self-esteem because they are often confronted with their deficits in everyday school life compared to their classmates. With regard to the accompanying symptoms mentioned above, it should always be borne in mind that not every child diagnosed with dyslexia is required to show these symptoms as well.