Secondary manifestations
Secondary manifestations include all reactions of the child to the reading and spelling dyslexia and thus all reactions to the primary manifestations described above. These primarily affect the child’s psychological state, but also its behavior. Studies that have examined the development of children with dyslexia (partial performance weakness) over a period of years describe three different developmental processes.
- Children show a considerable disruption of their work and social behavior.
- The reading and spelling weakness has (no) effect on the child’s behavior.
- The reading and spelling weakness causes severe mental disorders.
At this point, the third aspect is briefly discussed. Here again different courses can be determined. The background of this severe mental disorder is usually the frustration that develops over time.
As a rule, children like to go to school and want to learn willingly and motivated. However, through constant failure, a vicious circle gradually develops from which the child actually wants to escape. This attempt to break out can take place in different ways.
On the one hand, there are children who seek help within themselves, i.e. they try to protect themselves by shielding themselves from the outside world. Here it becomes clear that outsiders have an important role to play. Constant motivation and encouragement is required, not: scolding and making fun of mistakes!Children try to escape from the vicious circle by different mechanisms: Children, who react more actively to these failures, are also more conspicuous in their social environment.
The children defend themselves with all their might against the pressure that the environment exerts on them. The lasting experiences of failure are not accepted by the child. In order to gain the necessary attention, the child appears as a classmate or similar.
These children often do not realize that this attention is not coupled with social recognition, but that this behavior develops into an outsider position. In many cases, it can be difficult to differentiate the symptoms of ADSADHD from those of other diseases. Either way, the children try to compensate for their failures.
Breaking out of this vicious circle, which is getting worse and worse, is usually only possible with help from outside. Even in the case of a “diagnosed” giftedness, lasting failure experiences can have lasting consequences. In these cases, it is often not believed that a highly gifted child is capable of “classic” dyslexia.
Such a child is then often subject to comments such as: “You must know that,” “That’s not possible,” etc. This, in turn, frustrates the child immensely, so that self-doubt is not uncommon and an undiagnosed dyslexia in the sense of a partial performance weakness can lead to school unwillingness and school frustration, even if the child is highly gifted.
- The child withdraws into itself fearful of further failure.
This variation can be accompanied by profound psychological problems, such as eating and sleeping disorders up to depressive moods.
- The child behaves consciously childishly or attracts attention through other behavior (aggressive and/or hostile). It tries to hide its achievements in the written language area by conspicuous behavior.
- The child builds up a refusal attitude and tries, by hook or by crook, sometimes with the most imaginative ideas, to wrap itself around the cooperation, the additional training etc. For this he even invents white lies
