Spelling diagnostics

Similar to the spelling field, reading diagnostics analyzes the problems that occur in the various areas of the The following table provides information on early diagnostic measures for interpreting problems in the area of

Visual analysisCapability of recognizing single letters, both alone and within a wordCapability of finding matching pairs of upper and lower case letters (e.g. : assignment of M and m)Capability of finding the letters that a word needs to form from a jumble of lettersCapability of recognizing signal groups, such as word stems etc.Recognizing words from a series of similar looking words…
Ability to recognize single letters, both alone and within a word
Ability to find matching pairs of upper and lower case letters (e.g. : assignment of M and m)
Ability to find the letters a word needs to form from a jumble of letters
Ability to recognize signal groups, such as word stems etc.
Recognize words from a series of similar looking words
…
Loud letter assignmentAptitude to recognize and pronounce the lettersAptitude to name the vowels a,e,i,o,uAptitude to pronounce the vowels a,e,i,o,uAptitude to pronounce the consonantsAptitude to pronounce the consonants, the doubles (mm, nn, ll) and the umlauts (ö, ä)…
Ability to recognize and read the letters
Ability to name the vowels a,e,i,o,u
Ability to pronounce the consonants (= consonants)
Ability to pronounce the double (mm, nn, ll) and umlauts (ö, ä)
…
Auditory analysisability to recognize and reproduce the sound at the beginning of a wordability to recognize and reproduce the sound inside a wordability to recognize and reproduce the sound at the end of a wordability to distinguish similar sounding sounds (b – p, d – t, g – k)…
Ability to recognize and reproduce the sound at the beginning
Ability to recognize and reproduce the sound inside a word
Ability to recognize and reproduce the sound at the end of a word
Ability to distinguish similar sounding sounds (b – p, d – t, g – k)
…
Auditory-visual analysisSee visual analysis, with the difference that the visual findings should also be named
See visual analysis, with the difference that the visual findings should also be named
Ability to synthesize soundsability to connect co- and vowel sounds (la – le – lu – li)ability to connect letters to wordsability to read words, where the consonants accumulate
Ability to combine consonants and vowels (la – le – lu – li)
Ability to connect letters to words
Ability to read words where the consonants accumulate
…
(meaningful)
Ability to recognize single letters, both alone and within a word
Ability to find matching pairs of upper and lower case letters (e.g. : assignment of M and m)
Ability to find the letters a word needs to form from a jumble of letters
Ability to recognize signal groups, such as word stems etc.
Recognize words from a series of similar looking words
…
Ability to recognize and read the letters
Ability to name the vowels a,e,i,o,u
Ability to pronounce the consonants (= consonants)
Ability to pronounce the double (mm, nn, ll) and umlauts (ö, ä)
…
Ability to recognize and reproduce the sound at the beginning
Ability to recognize and reproduce the sound inside a word
Ability to recognize and reproduce the sound at the end of a word
Ability to distinguish similar sounding sounds (b – p, d – t, g – k)
…
See visual analysis, with the difference that the visual findings should also be named
Ability to combine consonants and vowels (la – le – lu – li)
Ability to connect letters to words
Ability to read words where the consonants accumulate
…

As in the field of spelling, there are standardized test procedures that examine reading performance.

In addition, a child’s reading behavior in everyday life also provides valuable and important information.For example, a standardized test procedure is not necessarily necessary for checking the ability to understand text. Even in the first year of school, this ability can be analyzed using simple procedures. These include, for example, the so-called Reading – Painting – Sheets, where the child is asked to read a sentence and paint missing objects.

Also word – picture – assignments provide first conclusions about the ability of a child to understand text. In the meantime, additional tasks have been developed for the secondary school years to determine text comprehension. The judgment “dyslexia” is not a diagnosis to rest on.

It is now especially important that the diagnosis is followed by a suitable and successful therapy. For this reason, after an initial assessment, support can be provided in accordance with the diagnostic results, but the support and therapy itself must also be continually reviewed diagnostically and adapted therapeutically. Since the difficulties in the area of the She should always be oriented in such a way that it provides valuable indications for promotion.

As a result, the need for support must be determined again and again and diagnostics and therapy must be adapted and carried out again and again. Ultimately, trusting contact with the child is also of particular importance for individual therapy. The psychological level in particular is often forgotten in a support program.

But it is especially important that the psyche of the child is affected by the feeling of constant failure. Everyone knows that the feeling of failure is unpleasant and ultimately leads to self-doubt. The consequence of this is often that one tries to avoid these unpleasant situations.

That is why refusal attitudes up to total learning blockades are not rare. In our opinion the combination of school (pedagogy) and therapist (psychology) would be a good combination. With its pedagogical skills, the school could cover the specific and individual support with all didactic measures and methods, while the therapeutic task could be oriented towards the child’s psyche.

Unfortunately, it is very difficult to integrate dyslexia-specific support in remedial education at school, which in a class of 25 children, for example, often requires many children to receive individual support. It would be nice if – as in other European countries – each teacher in a class would be assisted by either a special education teacher or a child and youth psychologist in addition to a reduced class size. As long as this is not the case, the therapist and class teacher should cooperate from time to time in order to adapt the therapy to the school subject areas and thus align school + therapy.