Synonyms in a broader sense
Isolated or circumscribed reading and spelling weakness, dyslexia, dyslexia, dyslexia, reading and spelling disorder, LRS, reading and spelling weakness, reading and spelling disorder, partial performance weakness, partial performance disorder
Common typing errors
Legastenia, dyslexia.
Definition
Dyslexia, in contrast to the other learning contents, is understood to be weak performance in reading and writing. It is always difficult to distinguish between classical dyslexia and reading and spelling difficulties (LRS). Symptomatically, they are sometimes very similar.
One of the main characteristics for differentiation is the discrepancy between intelligence and performance in the areas mentioned. It is also noticeable that other school areas are not affected by this problem. A “classic dyslexic” is therefore capable of good performance in other subjects, such as mathematics.
It is important for the success of a therapy that symptoms of dyslexia are recognized early and that a dyslexia diagnosis is made as soon as possible. In the course of the diagnostic process, it is always important to ensure that the test procedures already provide initial indications of the areas to be supported (= support diagnosis). The symptoms of abnormal reading, writing and spelling performance are manifold.
General errors are usually analyzed and assigned to the respective problem areas, which are then specifically addressed and trained in the course of therapy. Not to be despised, however, is the fact that the problem areas can be differentiated between: The primary manifestations of dyslexia The secondary manifestations of dyslexia can be differentiated between:
- The primary manifestations of dyslexia
- The secondary manifestations of dyslexia
Primary manifestations manifest themselves primarily in the child’s performance. For example, reading ability (formal aspect), reading speed and the number of errors are important, but also types of errors (qualitative aspect), reading comprehension (content aspect), as well as emphasis and phrasing (aesthetic aspect) cannot be ignored when evaluating a reading performance.
The situation is similar for writing. The content-related aspect can be seen, for example, in a child’s ability to express itself in writing. The primary manifestations also include the system of errors, whose typology is handled differently.
Errors ordered by appearance (phenomenological error typology; descriptive error grouping)
- Word omissions: Whole words are not written
- Omissions: Different (single) letters of a word are not written
- Word additions: Whole words are added
- Additions: Different (single) letters are integrated into the word
- Consonant confusion: m instead of an n, etc.
- Vocal confusion: Vowel mix-ups, e.g. o instead of u, for example in the word: and -> ond
Cause-oriented integration of errors (pragmatic, function-genetic error typology)
- Memory errors (problems lie in the area of memory): The group of memory errors includes words or parts of words that are very often misspelled.
- Perceptual errors (problems lie in the area of perception):The group of perceptual errors includes all violations of the loud spelling of words. The perceptual errors themselves are often further subdivided, for example into:Perceptual breakdown errors (WD), e.g. : Absence of single sounds, vowels (a-e-i-o-u), consonants (= consonants); missing doubling: kam instead of kammfehlende stretching (Spigel instead of mirror), adding single sounds, vowels (a-e-i-o-u), consonants (= consonants); superfluous doubling (inhibition instead of shirt),superfluous stretching: Close instead of noseWord has no similarity to the phonetic picture of the actually searched word (= word formation)Perceptual direction error (WR), e.g. E.g.
rotations (b – d), reflections (p – q, ie – eim, order of letters (Auot – Auto)Perceptual separation errors (WT), e.g. : Confusion of vowels, confusion of consonants (b-p, b-d, f-w)Error in overall perception (WG), e.g. : Letter sequences that do not convey the meaning of the written word. Errors in the area of the perceptual scope (WU), e.g. the beginnings or endings of words are classically left out
- Perceptual dissection error (WD), e.g.B.
: Absence of single sounds, vowels (a-e-i-o-u), consonants (= consonants); missing doubling: Kam instead of comb Missing elongation (mirror instead of mirror), addition of single sounds, vowels (a-e-i-o-u), consonants (= consonants); superfluous doubling (shirt instead of shirt),superfluous elongation: Nahse instead of noseWord has no similarity to the phonetic picture of the actually searched word (= word composition)
- Perceptual direction errors (WR), e.g. rotations (b – d), reflections (p – q, ie – eim, order of letters (Auot – Auto)
- Perceptual separation error (WT), e.g. : confusion of vowels, confusion of consonants (b-p, b-d, f-w)
- Error in overall perception (WG), e.g.
: Letter sequences that do not convey the meaning of what is written.
- Errors in the area of the perceptual range (WU), e.g. the beginnings or endings of words are usually left out
- Rule errors (problems lie in the area of rule knowledge and application):The group of rule errors includes errors that are made because certain spelling rules are either not applied correctly or are generally unknown. This includes the “classic” spelling mistakes, in the form of errors in the upper and lower case of words, errors due to incorrect word derivation (word familyWordStem), etc.
- The group of rule errors includes errors that are made because certain spelling rules are either not applied correctly or are generally unknown. This includes the “classic” spelling mistakes, in the form of errors in the upper and lower case of words, errors due to incorrect derivation of words (word familyWord stem), etc.
- Perceptual breakdown error (WD), e.g.
: Missing single sounds, vowels (a-e-i-o-u), consonants (= consonants); missing doubling: Kam instead of comb missing elongation (mirror instead of mirror), adding single sounds, vowels (a-e-i-o-u), consonants (= consonants); superfluous doubling (shirt instead of shirt), superfluous elongation: Nahse instead of noseWord has no similarity to the phonetic picture of the actually searched word (= word composition)
- Perceptual direction errors (WR), e.g. rotations (b – d), reflections (p – q, ie – eim, order of letters (Auot – Auto)
- Perceptual separation error (WT), e.g. : confusion of vowels, confusion of consonants (b-p, b-d, f-w)
- Error in overall perception (WG), e.g. : Letter sequences that do not convey the meaning of what is written.
- Errors in the area of the perceptual range (WU), e.g. the beginnings or endings of words are usually left out
- The group of rule errors includes errors that are made because certain spelling rules are either not applied correctly or are generally unknown. This includes the “classic” spelling mistakes, in the form of errors in the upper and lower case of words, errors due to incorrect derivation of words (word familyWord stem), etc.
