Dyslexia [ Learning Disorder] Difficulty in Reading

Dyslexia [ Learning Disorder] Difficulty in Reading Dyslexia involves the ways that the brain processes graphic symbols and the sounds of words. It commonly affects word recognition, spelling, and the ability to match letters to sounds. Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called a reading disability, dyslexia is a result of individual differences in areas of the brain that process language. Dyslexia is not due to problems with intelligence, hearing or vision. Most children with dyslexia can succeed in school with tutoring or a specialized education program. Emotional support also plays an important role. Dyslexia is characterized by deficits in accurate and fluent word recognition. Reading is complex. It requires our brains to connect letters to sounds, put those sounds in the right order, and pull the words together into sentences and paragraphs we can read and comprehend. People with dyslexia have trouble matching the letters they see on the page with the sounds those letters and combinations of letters make. And when they have trouble with that step, all the other steps are harder. Dyslexic children and adults struggle to read fluently, spell words correctly and learn a second language, among other challenges. But these difficulties have no connection to their overall intelligence. Individuals with dyslexia struggle with word recognition, decoding, and spelling. Reading comprehension is sometimes impaired due to very poor word reading skills. Individuals with dyslexia often have deficits in phonemic and phonological awareness, which refer to the ability to hear, identify and manipulate the sound structure of a spoken word, including its phonemes, syllables, onsets and rhymes. Individuals with dyslexia may also have impaired orthographic processing, which interferes with connecting letters and letter combinations with sounds accurately and fluently. Scientific research shows differences in brain connectivity between dyslexic and typical reading children, providing a neurological basis for why reading fluently is a struggle for those with dyslexia. Dyslexia can’t be “cured” – it is lifelong. But with the right supports, dyslexic individuals can become highly successful students and adults. Symptoms of Dyslexia - Trouble learning common nursery rhymes - Difficulty learning (and remembering) the names of letters in the alphabet - Seems unable to recognize letters in his/her own name - Mispronounces familiar words - Doesn’t recognize rhyming patterns like cat, bat, rat - A family history of reading and/or spelling difficulties (dyslexia often runs in families) - Reading errors that show no connection to the sounds of the letters on the page - Does not understand that words come apart - Complains about how hard reading is; “disappears” when it is time to read - A history of reading problems in parents or siblings - Cannot sound out even simple words like cat, map, nap - Does not associate letters with sounds, such as the letter b with the “b” sound - Very slow in acquiring reading skills. Reading is slow and awkward - Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word - Doesn’t seem to have a strategy for reading new words - Avoids reading out loud Treatment There's no known way to correct the underlying brain differences that cause dyslexia. However, early detection and evaluation to determine specific needs and appropriate treatment can improve success. In many cases, treatment can help children become competent readers. Dyslexia is treated using specific educational approaches and techniques, and the sooner the intervention begins, the better. Evaluations of your child's reading skills, other academic skills and mental health will help your child's teachers develop an individual teaching program. Teachers may use techniques involving hearing, vision and touch to improve reading skills. Helping a child use several senses to learn — for example, listening to a taped lesson and tracing with a finger the shape of the letters used and the words spoken — can help in processing the information