Therapy of dyslexia

Dyslexia, LRS, dyslexia, dyslexia, dyslexia, dyslexia, dyslexia, dyslexia, dyslexia, dyslexic disorder. Targeted therapy for existing dyslexia is understood to be individually tailored support based on the support diagnosis and constantly evaluated in the interest of the child (= individual performance level is constantly monitored and the therapy is adapted to changes). A therapy can be carried out in different ways.

There are school, extracurricular and home therapy forms conceivable, which are geared to the individual areas of failure. In addition, therapy of the child’s psyche is often necessary, since frequent experiences of failure can further fuel the fears of failure. It is not uncommon for learning blockages to occur.

Summary

A therapy can never be static, but must always be based on the support diagnosis and thus on the individual problems. The more specific attention was paid to the individual problems in advance, the more targeted the individual support can be. Within the framework of the individual therapy orientation, special attention must also be paid to the possible causes.

Very often, the occurrence of dyslexia cannot be excluded as a result of various perceptional weaknesses. As a result, the components of perception must then also be promoted and trained in a special way. One speaks of a combination of symptom and cause therapy.

While the cause therapy aims rather at the perception level, the symptom therapy starts with the symptoms, consequently with the errors, which are categorized accordingly. Often a psychological therapy can also be added to both types of therapy. This is especially recommended when the child’s psyche already appears to be very much under attack, for example, when a lack of self-esteem and/or frustration with school becomes apparent.

Causal therapy is a possible form of dyslexia therapy. Based on the fact that certain areas of perception in dyslexics are often not developed in accordance with their age and can be made responsible for the development of dyslexia, the therapy of causes attempts to address precisely these areas. Causal therapy is therefore primarily a form of therapy that addresses the causes of the development of dyslexia. Since these are in a special way the areas of perception, it is primarily a form of therapy that aims to train perception. Irrespective of possible successes, the training of central perception and processing according to Warnke, as well as the perception training according to Prof. Fischer, should be mentioned here as examples.