About 4 percent of all students in Germany are affected by dyslexia, with a ratio of 3:2 significantly more boys than girls. How is dyslexia defined? What are its underlying causes and what measures can be used to treat dyslexia?
What is dyslexia?
Dyslexia, also known as dyslexia or dyscalculia, is a partial performance disorder. Reading and spelling performance is significantly below the level that would be expected based on intelligence, age and schooling. Symptoms of the reading disorder include deficits in reading speed, reading accuracy, and reading comprehension: Letters are omitted, added, or twisted, reading speed is very slow, and what is read cannot be reproduced. The spelling disorder manifests itself, among other things, in the form of twisting of letters. Thus the b is often written as d, the p as q, or the u as n. Likewise, the omission or rearrangement of letters or the insertion of incorrect letters is common. Typical of dyslexia is the inconsistency of errors: there is therefore no system in the errors, but the same word is written incorrectly in different ways.
Causes
In particular, insufficient phonological awareness is considered to be the cause of dyslexia. This refers to the ability to recognize syllables or to break down a word into its phonetic components. For example, children with dyslexia often have difficulty breaking down a word into its syllables or identifying the sound with which a word begins. Deficits in visual or auditory information processing are assumed to be another cause of dyslexia. Thus, about 60% of all children suffering from dyslexia have problems controlling their gaze reliably. Another cause is genetic predisposition: The familial accumulation of dyslexia has been proven in various studies. If a child has dyslexia, 52 to 62% of his or her siblings are also affected.
Symptoms, complaint, and signs
One should only speak of a dyslexia if it has really been “diagnosed” by a recognized institute or a specialist. It is not always really LRS when learning difficulties are identified. External conditions should be considered that may be a reason for problems in writing and reading. If the diagnosis exists, the school should definitely be informed, as the child needs more time to read and write. Has the child been read to a lot, does he/she have a positive relationship with books himself/herself, is the child supported in doing homework and does he/she have the necessary calmness in completing it? Frequent changes of teachers, a bad class situation can also have an influence on learning difficulties. Children with LRS must be helped with calmness and patience. Often these children develop mnemonic devices and strategies to help themselves. If there is no possibility of support at school and at home, the involvement of professionals is advisable. Here it is important to see that the person builds a positive relationship with the child, a basis of trust can be created. The child’s self-confidence is restored, strengths are praised. Support on this basis, preferably with the same person over a longer period of time, leads to success. The child learns to cope with LRS, restrictions in career choice do not have to be – there are also academics with LRS.
Diagnosis and progression
If dyslexia is suspected, an ENT specialist and an ophthalmologist should first be consulted to rule out hearing and vision impairments. In order to be able to diagnose dyslexia, an intelligence test and a reading and spelling test are carried out. If there is a clear discrepancy between the intelligence quotient and the reading and spelling performance, dyslexia is present. In this case, the value determined in the reading-spelling test must be at least 1.2 standard deviations below the intelligence test value. The level of reading-spelling development remains very stable if untreated. Often, accompanying symptoms of dyslexia appear over time, such as signs of school anxiety, disciplinary difficulties or depressive moods. The comparatively poor performance in reading and writing often puts a strain on children with dyslexia.Some of them develop school anxiety or another anxiety disorder as a complication. In this case, the anxiety may be related to school or specific subjects, or it may become generalized.
Complications
Without targeted support programs, efforts to improve reading and writing often go in vain. It is also possible that children make progress but progress much more slowly than their classmates. Frustration can result. A further complication is depression, which can range from depressed mood to clinical depression. Conversely, social behavior disorders are also possible. In addition, dyslexia may be associated with developmental disabilities or adjustment disorder. Some children with dyslexia somatize their psychological complaints. They then often suffer from abdominal pain and headaches, appear agitated and unfocused, or complain of nausea. This need not be simulated to avoid school, but may actually be present. A critical distinction between avoidance behavior and somatization is therefore important. Even with targeted support, dyslexics may feel marginalized. Some suffer from needing additional instruction, tutoring, or therapy. These children often struggle to fully understand and accept the diagnosis of dyslexia. Child-centered education and an accepting, understanding approach can therefore be beneficial.
When should you see a doctor?
Children or adults who can barely read or write should undergo testing to measure their performance. If parents notice significant differences in their child’s performance in direct comparison to peers despite their best efforts, it should be discussed with the pediatrician. If the child exhibits behavioral problems, a whiny demeanor or withdrawal behavior, a doctor should be consulted. If the affected person shows aggressive behavior or tends to lie or tell untruths, a visit to the doctor should be made. If there is a lack of self-confidence, loss of social contacts or a depressed mood, a doctor should be consulted. If a school-age child experiences learning difficulties in other areas or if the child basically refuses to learn, a doctor or therapist should be asked for help and support. If the child skips classes, clarifying discussions are also necessary. If the individual develops self-created mnemonics that contribute to an increase in errors, timely corrections are necessary. To avoid frustration or reinforcement of the problem, a doctor or therapist may be sought. If reading or writing takes a long time, this should be discussed with a doctor. If there are an unusually large number of errors in reading or writing, it is also advisable to take a test to determine the cause.
Treatment and therapy
Depending on the severity of the dyslexia, individual therapy or small group support at a dyslexia institute may be appropriate. For therapy, working at the “zero error level,” i.e., proceeding from the easy to the difficult, is characteristic so that the child can experience a sense of achievement. Building up knowledge of rules is just as much a part of dyslexia therapy as reading individual letters together. Empirically proven training programs for dyslexia include the Marburg Spelling Training and the Kiel Reading Reconstruction. If psychological symptoms occur as accompanying disorders, psychotherapy may be indicated. After a dyslexia diagnosis by a specialist, a disadvantage compensation can be made in the school area. This stipulates that in the case of a child affected by dyslexia, spelling errors are not included in the grade evaluation and a time allowance is granted for rehearsals.
Outlook and prognosis
It is difficult to make a generally valid prognosis. In general, however, it can be stated that the chances of recovery increase significantly if treatment begins before the child learns to write at school. The road to improvement is arduous. Affected children must be prepared for setbacks. Anxiety about school and depressive moods can dominate everyday life. Girls often show greater stamina during treatment. A stable environment that offers support proves beneficial in practice.For many affected people, dyslexia persists in places even after numerous therapeutic sessions. Patients then have no choice but to come to terms with their situation. Restrictions arise for the choice of occupation. Nevertheless, practiced strategies allow normal participation in professional and private life. A dyslexia does not simply disappear. Children who have had no or inadequate therapy usually have a fragile school career as adults. The inability to motivate themselves for educational content characterizes their lives. This sidelines them professionally. Careers do not come about in this way. Employment in simple and rather poorly paid jobs is a consequence.
Prevention
Phonological awareness, which is highly predictive of the development of dyslexia, can be assessed as early as preschool age by tests such as the Bielefeld Screening. Children at risk, i.e. those who perform poorly in comparison with their age group, can be countered with support programs. Early identification and support can prevent or at least reduce later reading and spelling difficulties. In general, singing and rhyming games or counting verses also serve to promote phonological awareness. Games such as “I see something you don’t see and it starts with A” are fun for children and help prevent dyslexia at the same time.
Follow-up
In the case of dyslexia, there are some aftercare options available to the affected individual that can permanently alleviate the symptoms of the condition. However, a complete cure of this disease cannot always be achieved, so in many cases the affected person has to live with dyslexia for the rest of their life. They are not infrequently dependent on the help of other people and their own family to make their daily lives easier. As a rule, self-healing cannot occur. Especially at a young age, the affected children need the help and support of their own family and parents. At school, they need special support to minimize and alleviate the symptoms of dyslexia. Since dyslexia can lead to depression or other psychological complaints, loving and intensive conversations are very important. However, in some cases, patients are dependent on professional treatment. The life expectancy of the affected person is not limited by dyslexia. During grade evaluation, teachers should be informed about this weakness so that the evaluation is fair. Further measures of follow-up care are usually not necessary for dyslexia.
Here’s what you can do yourself
For children with dyslexia, the support of family and friends is particularly important. Parents should therefore first give their child all the important information about the dyslexia. The more the affected person knows about the disorder, the better and more confidently he or she can deal with it. If the child feels overwhelmed, it is important to reward short-term successes and make progress through play. Board games such as Scrabble or word trivia promote spelling skills and are fun at the same time. In the best case, this also awakens the child’s motivation to learn and provides scope for further encouragement. Which measures are useful in detail should always be coordinated with a learning therapist and the child’s teachers. In general, learning software and regular practice help. The child should also be encouraged to read, because books are often the most effective way to combat a reading and spelling disability. Therapeutic measures can be supported by time in the fresh air and a healthy diet. Both are a welcome change from the stress of learning and give the body and mind new energy. If no progress is made despite all this, it is best to consult a specialist.
