Dyslexia in Children: Symptoms, Causes and Solution

Article below…


I have been trying to get a promotion for the past 6-8 months and have not yet been sucsesfull I have got quite suvear dyslexia witch i found out about 3 years ago. I was sent to be assesed about 18 months ago and then I went to tuition for a year. in the last 6-8 months I have aplied for 10 or more jobs and have been turned down for them all. I am not week in all areas I have got good lodgical thinking I am good at fisical work I just cant read or write that well…

Most children look forward to learning to read and, in fact, do so quickly. For dyslexic children, however, the experience is very different: For them, reading, which seems to come effortlessly for everyone else, appears to be beyond their grasp. The process whereby they learn to transform what are essentially abstract squiggles on a page into meaningful letters, then sounds, then words, and then entire sentences and paragraphs, seems to be an impossible task.

Dyslexia is known to have destructive emotional effects on children, and can leave its scars for the rest of one’s life. Besides long-lasting emotional effects, dyslexia can also lead to unemployment or underemployment. The letter above, posted by a dyslexic on a message board for dyslexics, clearly demonstrates the hardships that await the dyslexic child in the workplace. It is therefore of utmost importance that a child with dyslexia is helped to overcome his problems.

The term dyslexia was coined from the Greek words dys meaning ill or difficult and lexis meaning word. Dyslexia is not easy to define, mainly because the term encompasses a wide and differing range of characteristics. The British Dyslexic Society describes dyslexia in very general terms as “…a combination of abilities and difficulties defined by its characteristics that affect the learning process in one or more areas of reading, spelling, and writing.” The symptoms that are described are representative of the problems that effect dyslexic people to a greater or lesser degree. They are a signal that the person has a need for help.

Reading

There are very specific reading problems that are typical of dyslexic people. These include:

  • Confusion of letters or similar shapes, such as d and b.
  • Confusion with the sequence of letters in a word. A dyslexic child will often read saw instead of was, or vice-versa.
  • The dyslexic person is apt to lose the place in a page when attempting to read.
  • Dyslexic people often cannot remember how to read very common words and therefore they need to attempt to read them phonetically (according to the sounds of the letters) every time they pick up a book.
  • Some dyslexic people cannot work out words phonetically or if they can, it is only with great difficulty.
  • When dyslexic children are given reading practice they can become tired very quickly; they read slowly and are thus prone to forget the beginning of a sentence by the time they reach the end.
    .

Spelling

There are ranges of difficulties with spelling that affect dyslexic people.

  • They do not properly distinguish and record in the brain the difference between similar sounding words, such as “pin” and “pen”.
  • The English language cannot, of course, be read only phonetically and the reader needs to remember a large number of words for which the spelling is not apparently logical. A dyslexic person will frequently attempt the spelling of such words in a totally phonetic style and, for example, might spell says as sez, or was as woz.
  • A dyslexic person will sometimes transpose the order of the letters such as nda for and.
  • Some people cannot absorb the rules of English spelling, such as the effect of an e at the end of a word.
  • Often, dyslexic children cannot remember familiar spelling patterns such as “ight”, which they will try to spell phonetically, and therefore inaccurately.
    .

Most young children without dyslexia will exhibit initial difficulties with many of these spelling patterns, and indeed with the writing symptoms set out below. In time, they will overcome them. The dyslexic child does not respond to traditional teaching and does not learn how to apply these spelling rules.

Writing

The writing problems shown by dyslexic children are often associated with a lack of physical coordination. For example:

  • The dyslexic child may have problems holding a pencil correctly.
  • There is sometimes no consistency of size, between letters in a sentence.
  • Capital letters and lowercase letters are sometimes intermingled.
  • Poor hand-eye coordination can make intelligible writing and accurate drawing very difficult to achieve.
    .

Find the cause to find a cure

Most problems can only be solved if one knows what causes that particular problem. A disease such as pellagra, also called the disease of the four D’s — dermatitis, diarrhea, dementia and death — took the lives of thousands in the Southern states of America during the early part of the twentieth century. Today, pellagra is virtually unknown because we know that it is caused by a vitamin B3 deficiency. A viable point of departure would thus be: what causes dyslexia?

A plethora of theories has arisen as to the cause of dyslexia, ranging from brain dysfunction through uncoordinated left/right hemispheres, imbalance of the inner ear, and so on. Treatments have been designed accordingly. However, a more logical explanation for this phenomenon is to be found in the age-old — but ageless — principle that learning is a stratified process.

This is a self-evident fact, yet its significance in the situation of the dyslexic child has apparently never been fully comprehended. Throughout the world in all educational systems it is commonly accepted that a child must start at the lower levels of education and then gradually progress to the higher levels. If human learning had not been a stratified process, if it had taken place on a single level, this would have been unnecessary. It would then not have been important to start a child in first grade. It would have been possible for the child to enter school at any level and to complete the school years in any order.

By way of a simple and practical example we have to remind the reader of the fact that one has to learn to count before it becomes possible to learn to add and subtract. Suppose one tried to teach a child, who had not learned to count yet, to add and subtract. This would be quite impossible, and no amount of effort would ever succeed in teaching the child these skills. In the same way, there are also certain skills and knowledge that a child must have acquired first, before it becomes possible for him to benefit from a course in reading.

Edublox is a system of cognitive exercises, aimed at developing and automating the foundational skills that are required in reading, spelling and learning:

  • Focused and sustained attention
  • Visual and auditory processing
  • The ability to discriminate, synthesize and analyze in terms of foreground-background, form, size, position in space/time and color
  • Memory — short and long term, visual and auditory, sequential and working memory
  • The ability to decode, integrate and classify information
    .

By addressing these foundational skills, dyslexia can be overcome — and prevented.


About Edublox’s Dyslexia Program

Edublox’s Dyslexia Program aims at addressing the underlying shortcomings that interfere with reading and spelling performance, such as deficient visual processing and poor auditory memory. The program also comprises a comprehensive exercise aimed at teaching reading and spelling, and at expanding vocabulary. 
 

.

Success stories…

Enjoy the stories of students who overcame dyslexia and severe reading difficulties. Your child can too!


Overcoming severe dyslexia – Maddie’s diary: 

Maddie has been diagnosed with severe dyslexia, moderate dyscalculia and ADHD. The video below summarizes her progress after doing Edublox for 24 weeks:

Read Maddie’s full story and view her ongoing progress here.


Beth’s story:

A mother in Fullerton writes about her dyslexic daughter’s progress after two weeks. Also read the surprise update, that was received four years later, on November 14, 2017… Click on the flag to read the story.


Allen’s story:

Over a period of six weeks, teachers Peggy Anderson and Carole Derrick evaluated Edublox to determine its effectiveness for ADD and dyslexic students. They reported their findings to their colleagues at the Kennesaw State University.

Allen, one of their students, was diagnosed with dyslexia. Click on the logo to read his story.


Jeremie’s story:

When Jeremie was near the end of Grade 2, he was diagnosed as being dyslexic. He had been struggling in school since kindergarten. His tests showed an average intelligence but he couldn’t learn to read and write like all his friends. This took a big toll on his self-esteem and he went from a happy, secure child to a depressed, insecure one.

Fortunately, Jeremie’s mother found Edublox… Click on his photo to read his story. 


Ryan’s story:

After years of therapy Shirley Lindecke’s son was still struggling with reading and learning. But then she heard about Edublox and her son’s life changed. Listen to her story as told on the radio.


Hannah’s story:

Since joining Edublox a year ago, Hannah, who was diagnosed with severe dyslexia, has made “excellent improvement” according to an independent occupational therapy report.

Also read the progress report of a remedial practitioner, who has assessed Hannah biennially since 2011. Click on the photo to read her story. 


Adam’s story:

Adam’s reading was slow and halting. He would skip words and sentences and had difficulty understanding what he had just read. Reading used to be so much work for him that he didn’t enjoy it and only read when he had to. 

Fortunately, his mother found Edublox… Click on his photo to read his story. 


Anne’s story:

Anne showed “dyslexic symptoms” and scored about 1 year behind the average for reading on the national SATs. A year after starting Edublox she scored a reading age of 10.02 years against a chronological age of 9.6 years. Click on the image to read her story.