Dyslexia is a lifelong, genetic, and potentially inherited condition that affects 10% of the total world population. It occurs in people of all races, backgrounds and abilities. Its manifestation varies from person to person. No two people will have the same set of strengths and weaknesses. Dyslexia occurs independently of intelligence. Dyslexia is the trouble with processing language. Dyslexic people may have difficulty with reading, reading comprehension, spelling, writing and other skills. This can affect their learning and the acquisition of skills. Dyslexia is one of a family of Specific Learning Difficulties. It often co-occurs with related conditions, such as dyspraxia, dyscalculia and attention deficit disorder. On the plus side, dyslexic people often have strong visual and problem solving skills. This is prominent among entrepreneurs, inventors, architects, engineers, and people in the arts and entertainment world. Many famous and successful people are dyslexic.
Difficulty spelling long words
Low confidence or behavioral problems
Letter and/or number reversals (transposing)
Problems with pronunciation
Omitting sounds or letters when reading and writing
Complaints of headaches
Confusion between directions
Problems with writing tools or holding them
Letters on a page appear to move, appear blurry
Difficulty with organization and time management
This is most common and talked about dyslexia. Here, people are unable to break down individual sounds of language and match them with written symbols. Most kids with reading issues have some degree of phonological dyslexia. It’s also sometimes referred to as dysphonetic dyslexia.
Surface dyslexia is also called visual dyslexia or dyseidetic dyslexia. Kids with dyslexia may have particular trouble with words that don’t sound the way they’re spelled, such as “weight” or “wait”. They may also take longer to be able to recognize common words by sight. That’s because they have problems decoding words.
Rapid Naming Deficit
This dyslexia is all about speed. Kids with this issue can’t quickly name letters and numbers when they see them. They can say the names, but it takes them longer to name many of them in a row. This problem reflects an issue with processing speed. It is also thought to be linked to reading speed.
Double Deficit Dyslexia
The “double deficit” refers to a mix of phonological dyslexia and rapid naming deficit. Kids with this double deficit have trouble isolating sounds. They can’t quickly name letters and numbers when they see them. This usually adds up to a more severe form of dyslexia that is particularly challenging to remedy.
Visual dyslexia can refer to a range of things, often suggesting an unusual visual experience when looking at words. Kids can’t recognize whole words by sight. The reason most likely is that their brain finds it difficult to remember what the word looks like.
There are various treatment techniques used to help people with dyslexia but among children. Many of the tests by counselors are done by using a game-type or puzzle format which, can help make the child feel more comfortable. It is important that they not feel as if there is something wrong because they are being tested. Before any treatment is started, an evaluation is done to determine the child's specific area of disability. While there are many theories about successful treatment for dyslexia, there is no actual cure for it. An appropriate treatment plan prescribed by a counselor will focus on strengthening the child's weaknesses while utilizing the strengths. Techniques designed to help all the senses work together efficiently can also be used. Computers have been proved as powerful tools for these children and should be utilized as much as possible. The children are taught compensation and coping skills. Attention is given to optimum learning conditions and alternate avenues for student performance.
Perhaps the most important aspect of any treatment plan is attitude. Children will be influenced by the attitudes of the adults around them. Dyslexia should not become an excuse for a child to avoid written work. Because the academic demands on a child with dyslexia may be great and the child may tire easily, work increments should be broken down into appropriate chunks. Frequent breaks should be built into class and homework time. Reinforcement should be given for efforts as well as achievements. Alternatives to traditional methods, written assignments are utilized by counselors to study their case. Interactive technology is used by experts who provide interesting ways for students to get feedback on what they have learned, in contrast to traditional paper-pencil tasks.
Counsellors for Dyslexia
NEWLY JOINED THERAPTIST
Practicing for more than four decades, Rita Khear has been the HOD of Psychology of Motibai Theckersy Institute of Research in the field of mental retardation for seven years.