Do You Recognize the Early Dyslexia Symptoms?

       

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Many times as parents we do not begin to see early dyslexia symptoms that our children have been displaying. My child was diagnosed at the age of six. This was when I began studying more about dyslexia. The more I read and researched the more I realized that the clues began at an early age. Although six is still considered early for diagnosis, I couldn't help but to feel a little guilt at my ignorance.

Here are some of the signs I missed:

* Difficulty Retrieving Words -- my child would often say "have you seen my blue thing?" To which I would always have to reply. "What thing?" What I didn't understand or know to pick up on was that my child was demonstrating the difficulty that some dyslexics have with word retrieval. Instead of having to come up with the word he would use generic words such as "thing" or "stuff". He would also have a tendency to describe an item in detail, without having to recall a specific word. For example, if he could not come up with the word car. He would describe it as "the thing with wheels, that we get into, and we go."

* Difficulty Rhyming Words -- around the age of three many of my sons friends would happily play around the playground, singing out rhyming words. Sometimes they were real words, and sometimes they were nonsense words, but they still rhymed nonetheless. Although my son would say a few words here and there he didn't show the delight that the other children had in creating these rhymes. Because the part of dyslexia can include difficulty isolating the sounds of words, it is often hard for these children to isolate beginning sound in order to change it to make the rhyming word.

* Directional Words -- directional words might include right, left, up, down, before, after, yesterday, or today. I can remember at the age of three, my son would tell me things that he did. The sentence would sound something like, "I went swimming tomorrow and had a lot of fun." I thought this was cute and comment for a three year old. However, it was yet another red flag that I messed.

* Sees Every Word for the First Time -- as my son entered and progressed through kindergarten, it is no surprise that reading became a frustrating event in our house. Very often, my son would come to a word in a book that he needed to sound out. He could do this successfully, then turn the page and would run into the same word. However, instead of recognizing the word he just read, it was as if he had never seen the work before. This is an extremely common trait among children with dyslexia.

* Sight Words -- "Sight words" are very important in today's curriculum. Sight words are small words that are often used in the written language. For example, be, what, are, with etc. The idea is that reading will be much more fluent if a student can glance at these words, and know them by sight, rather than having to sound it out. These can be extremely difficult for the dyslexic student. Nightly homework in kindergarten involved training, how fast my son could read a list of 30 words. The goal is 30 words in 30 seconds. My son tended to average around a minute and 30 seconds.

Every child at some point may display one or more of these signs. It does not mean they are all dyslexic. However, if I had known what to look for, each of these signs should have been setting off a bell in my head along the way. In hindsight, by the end of kindergarten, I should have had enough evidence to have my child tested. I allowed myself to fall into the "give it a little more time" excuse. If you suspect a child has dyslexia or any other type of learning disability, you should take action immediately.

To learn more about our story, go to http://www.powerofdyslexia.blogspot.com

Adult Dyslexia Testing- Why You Need to Get an Adult Dyslexia Testing

       

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Dyslexia is now a recognized condition and people who suffered reading and learning disability can now put a name to it. If adult dyslexia testing was available years ago, proper treatment will be put in place to help sufferers cope with the disorder as early as possible and they can learn skills needed for them to realize their potential.

In the past, people don’t know about dyslexia. There are adults now with dyslexia who could have been taught how to cope with reading and learning disability when they were younger. But it is not too late to get help, undergo an adult dyslexia testing and get the necessary treatment to overcome the disabling effects of dyslexia.

There are two type of adult dyslexia testing, one is screening tests and the other is comprehensive tests. Screening tests are usually done in a group of patients or students to determine if they have reading disability. Collecting preliminary information on the nature of reading problem and determine if a complete diagnostic is needed. Comprehensive dyslexia text on the other hand is a thorough evaluation of the severity of the symptoms and the causes of dyslexia.

If you suspected that you have dyslexia it is important that you undergo a series of adult dyslexia testing to know the severity of your symptoms. Dyslexia is a genetic condition that needs to be tested for you to know the best way to treat and cope with your condition. Dyslexia if ignored may lead to the destructive effects of losing self confidence and low self-esteem. The disabling effects of dyslexia can be corrected and can be overcome if given the necessary treatment, thus adult dyslexia testing is important.

Did you know that you can conduct an adult dyslexia testing at home if you suspect that you have dyslexia? The first internet performance-based dyslexia test for adults is now available. Find out right now if you are showing any signs of dyslexia! This is the only dyslexia test that simply runs within your web-browser - no CD or delivery required. Visit Adult Dyslexia Screening Online

To know more about health and beauty remedies visit Great Discovery-Health and Beauty

Gerry Restrivera writes informative articles on various subjects including Adult Dyslexia Testing: Why You Need to Get an Adult Dyslexia Testing. You are allowed to publish this article in its entirety provided that author’s name, bio and website links must remain intact and included with every reproduction

Dyslexia: How to Recognize Dyslexia in Children

       

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Deer momee and dadee

I bo not wont to do to shool eny more becouse the children ar lafing at me. I canot reed pleese help me

your sun david

David is not a dunce. In fact, according to the evaluations of a few professionals, he is rather intelligent. Yet he certainly has a problem, and he shares his problem with millions of other children and adults. David is dyslexic.

The term "dyslexia" was introduced in 1884 by the German ophthalmologist, R. Berlin. He coined it from the Greek words "dys" meaning ill or difficult and "lexis" meaning word, and used it to describe a specific disturbance of reading in the absence of pathological conditions in the visual organs. In a later publication, in 1887, Berlin stated that dyslexia, "presuming right handedness," is caused by a left-sided cerebral lesion. He spoke of "word-blindness" and detailed his observations with six patients with brain lesions who had full command over verbal communications but had lost the ability to read.

In the century to follow the narrow definition Berlin attached to the term dyslexia would broaden. Today the term dyslexia is frequently used to refer to a "normal" child -- or adult -- who seems much brighter than what his reading and written work suggest. While the term is mostly used to describe a severe reading problem, there has been little agreement in the literature or in practice concerning the definition of severe or the specific distinguishing characteristics that differentiate dyslexia from other reading problems. Instead of getting involved in the wrangling over a definition, one could simply use the "symptoms" below as an indication that a child has a reading problem and therefore needs help.

DIRECTIONAL CONFUSION

Directional confusion may take a number of forms, from being uncertain of which is left and right to being unable to read a map accurately, says Dr. Beve Hornsby in her book "Overcoming Dyslexia." A child should know his left and right by the age of five, and be able to distinguish someone else's by the age of seven. Directional confusion affects other concepts such as up and down, top and bottom, compass directions, keeping one's place when playing games, being able to copy the gym teacher's movements when he is facing you, and so on. As many as eight out of ten severely dyslexic children have directional confusion. The percentage is lower for those with a mild condition, she says.

Directional confusion is the reason for reversing of letters, whole words or numbers, or for so-called mirror writing. The following symptoms indicate directional confusion:

* The dyslexic may reverse letters like 'b' and 'd', or 'p' and 'q', either when reading or writing.

* He may invert letters, reading or writing 'n' as 'u', or 'm' as 'w'.

* He may read or write words like 'no' for 'on', or 'rat' for 'tar'.

* He may read or write 17 for 71.

* He may mirror write letters, numbers and words.

SEQUENCING DIFFICULTIES

Many dyslexics have trouble with sequencing, i.e. perceiving something in sequence and also remembering the sequence. Naturally this will affect their ability to read and spell correctly. After all, every word consists of letters in a specific sequence. In order to read one has to perceive the letters in sequence, and also remember what word is represented by the sequence of letters in question. By simply changing the sequence of the letters in 'name', it can become 'mean' or 'amen'.

The following are a few of the dyslexia symptoms that indicate sequencing difficulties:

* When reading, the dyslexic may put letters in the wrong order, reading 'felt' as 'left', or 'act' as 'cat'.

* He may put words in the wrong order, reading 'are there' for 'there are'.

* He may omit letters, i.e. reading or writing 'cat' for 'cart', or 'wet' for 'went'.

Dyslexics may also have trouble remembering the order of the alphabet, strings of numbers, for example telephone numbers, the months of a year, the seasons, and events in the day. Younger children may also find it hard to remember the days of the week. Some are unable to repeat longer words orally without getting the syllables in the wrong order, for example words like 'preliminary' and 'statistical'.

DIFFICULTIES WITH THE LITTLE WORDS

A frequent comment made by parents of children struggling with their reading is, "He is so careless, he gets the big difficult words, but keeps making silly mistakes on all the little ones." Certainly, the poor reader gets stuck on difficult words, but many do seem to make things worse by making mistakes on simple words they should be able to manage -- like 'if', 'to', 'and'.

It is important to note that this is extremely common, and not a sign that a child is particularly careless or lazy.

LATE TALKING

Research has revealed a dramatic link between the abnormal development of spoken language and learning disabilities such as dyslexia. The following are just a few examples:

* A study in 1970 of Doctor Renate Valtin of Germany, based on one hundred pairs of dyslexic and normal children, found indications of backwardness in speech development and a greater frequency of speech disturbances among dyslexics than among normal children.

* According to Doctor Beve Hornsby, author of "Overcoming Dyslexia," about 60 percent of dyslexics were late talkers.

* In her book "Learning Disabilities," author Janet Lerner states, "language problems of one form or another are the underlying basis for many learning disabilities. Oral language disorders include poor phonological awareness, delayed speech, disorders of grammar or syntax, deficiencies in vocabulary acquisition, and poor understanding of oral language."

In most cases, a baby should be able to understand simple words and commands from the age of nine months. From around a year he should be saying his first words. By two he should have a vocabulary of up to 200 words, and be using simple two-word phrases such as "drink milk." By three he should have a vocabulary of up to 900 words and be using full sentences with no words omitted. He may still mix up his consonants but his speech should be comprehensible to strangers. By four, he should be fully able to talk, although he may still make grammatical errors.

If a child talks immaturely, or still makes unexpected grammatical errors in his speech when he is five years old, this should alert the parents to probable later reading problems. The parents should immediately take steps to improve the child's language.

DIFFICULTIES WITH HANDWRITING

Some dyslexics suffer from poor handwriting skills. The word "dysgraphia" is often used to describe a difficulty in this area, and is characterized by the following symptoms:

* Generally illegible writing.

* Letter inconsistencies.

* Mixture of upper/lower case letters or print/cursive letters.

* Irregular letter sizes and shapes.

* Unfinished letters.

* Struggle to use writing as a communicative tool.

OTHER DYSLEXIA SYMPTOMS

* Makes up a story, based on the illustrations, which bears no relation to the text.

* Reads very slowly and hesitantly.

* Loses orientation on a line or page while reading, missing lines or reading previously-read lines again.

* Tries to sound the letters of the word, but is then unable to say the correct word. For example, sounds the letters 'c-a-t' but then says 'cold'.

* Reads with poor comprehension.

* Remembers little of what he reads.

* Spells words as they sound, for example 'rite' for 'right'.

* Ignores punctuation. He may omit full stops or commas and fail to see the need for capital letters.

* Poor at copying from the board.

Susan du Plessis has been involved in helping children reach their full potential for 18 years. She holds BD and BA Hons (psychology). For more information on dyslexia visit Dyslexia Online *** This article can be freely used as long as a link to "Dyslexia Online" (http://www.audiblox2000.com/dyslexia_dyslexic/dyslexia.htm) is provided.