Dyslexia can be identified in
young children if you look at the following symptoms:
- · Children may show a delay in speaking.
- · Once the child begins to speak, they may have
difficulty pronouncing words, like leaving off the beginning sounds of words or
inverting sounds in a word.
- · Children don’t hear rhyme.
- · Children describe a word or call it a “thing” because
they cannot recall the word.
- · They have extreme difficulty learning letters and
sounds.
- · They have a family member who is dyslexic.
***Reversals are not an
indication of dyslexia.***
Later, children continue to
show an inability to link letters to sounds.
They fail to see word parts and attach a sound to them. They try to memorize words; however, this
strategy is too limited. They must be able to decode words to gain a larger
vocabulary. High frequency words are difficult to learn and they are 90% of the
words found in a 5-thousand-word passage. They are not decipherable by context.
This explains more of the struggle dyslexics have with reading fluently and
they tend to avoid reading tasks. They need more exposure to print than typical
readers. This compounds the already
existent problem. Reading is slow and
fluency is compromised. Dyslexics must use more context clues to gain meaning.
Warning signs to a problem
would be a second-grade student that cannot decode, guesses unknown words,
lacks fluency and has a limited vocabulary.
Watch out for overuse of word
substitutions, like “bake” for “cook.” It is an indication of context to figure
out unknown words.
Watch out for word by word
reading with skipped words and mispronounced words.
Watch out for poor spelling
and handwriting.
Reading takes all their
concentration so they have to have quiet distraction free environment. Children
that are dyslexic may be able to read accurately, but not fluently. Hyphenated
words are even more of a problem as they look completely different than the
actual word.
Low self-esteem is common
among dyslexics. Despite the fact they can be extremely intelligent in other
areas, they suffer from the effects of reading failure.
Schools are reluctant to
evaluate students with problems and are still using a variation of the “wait
and fail” model. This is a mistake, as
early intervention is the key to helping dyslexics from falling further behind.
It is recommended to use other sources to get your child evaluated.
Special education
qualifications include IQ tests results. The gap between the IQ score and the
child’s ability must be large enough for them to qualify for services. Although the IQ test is not necessary for a
dyslexia diagnosis; schools continue to use these results. Hearing and vision
screening should be assessed for safe measure.
Tests for evaluation should
include decoding nonsense words, as this is great way to measure phonologic
skill. Phoneme deletion and substitutions are extremely difficult for
dyslexics. It should also include tests of phonemic awareness, as it is
strongly related to reading achievement. The test measures should include sound
comparison, segmentation, and blending.
Tests for phonologic memory will determine if the child can hold bits of
verbal information, which is necessary to decode and ultimately form a word. Rapid automatic naming test where children
familiar objects on pictures and asked to name them quickly. This relates to reading as quick recall of
sounds are necessary for good reading. Finally, a basic test to see if a child
has mastered letter knowledge and sounds.
In summary, assessments of
the following should be included:
- · Phonology
- · Letter names and sounds
- · Receptive and expressive vocabulary
- · Print conventions
- · Listening comprehension
- · Reading comprehension, as well, as decoding
Sometimes children may have
another disability that is not dyslexia.
It is important to not confuse these differing disorders.
Language learning problems
include sounds and meanings of words. IQ is lower in these people and they are
born with the disorder.
Acquired dyslexia is a loss
of reading ability from a head injury, tumor, or stroke. It can include speech
loss and other functions depending on the site of the damage in the brain.
Hyperlexia, a rare condition,
is the ability to decode words easily at an early age. However, the inability
to understand their meaning and the use critical thinking is impaired.
ADHD is also confused with
dyslexia. ADHD is a disorder that
hinders the ability to focus one’s attention.
A child could have both disorders, which happens 12-24% of the time.
Young adults come to read
using the front and right side of the brain as they use context to determine
meaning. They have developmental history of phonologic problems. Reading aloud demonstrate a lack of fluency
although they may be very accurate.
Visit Dyslexia Modules from the South Carolina Department of Education to learn more.
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