Lead singer of the band little big. Little Big: the composition of the group and its features

A person remembers not what is constantly before his eyes, but what flashes. Therefore, in order to master some skills and bring them to automatism, it is necessary to carry out not long exercises, but short ones, but with great frequency. An hour and a half of training will not give any benefit and will even suppress any desire in the child to read. It is much better to do them for 5 minutes several times a day and even before bed.

1. The buzz reading method is very interesting. With buzz reading, you read with your child at the same time out loud, in a low voice, each at your own speed, for 5 minutes.

2. Reading before bed gives good results. The fact is that latest events days are recorded by emotional memory, and during sleep a person is under their impression. The body gets used to this state. It is not without reason that 200 years ago it was said: “Student who lives by science, learn the psalter for the coming sleep.”
If a child does not like to read, then a gentle reading regime is necessary: one or two lines are read, then a short rest is arranged. This mode occurs when a child watches filmstrips: he read two lines under the frame, looked at the picture, and rested. Filmstrips should have entertaining content (fairy tales, adventures).

The development of reading techniques is hampered by underdeveloped RAM: after reading three or four words, the child already forgets the first and cannot understand the meaning of the sentence. This situation can be corrected with the help of visual dictations developed by Professor I. T. Fedorenko (Kharkov). Each of the 18 sets contains 6 sentences: the first (“The snow is melting”) contains only two words of 8 letters, and the last contains 46 letters. The length of the sentence increases gradually, one to two letters at a time. What is the best way to conduct visual dictations? Write down on a piece of paper for the child either 5 sentences at once, which are opened one at a time, or one is written. Each sentence is given time to read. certain time, which is indicated after it. Your child reads the sentence silently and tries to remember it. Invite him to close his eyes and imagine how it is written, and repeat it to himself. Then remove the piece of paper with the written sentence. The child writes down the text. Visual dictations should be written daily.

Texts of visual dictations (according to I. T. Fedorenko)
Dictation 1
1. The snow is melting. (8 letters)
2. It's raining. (9
3. The sky is gloomy. (10)
4. Kolya got sick. (eleven)
5. The birds began to sing. (eleven)

(22 dictations on a separate page)

Reading at the pace of a tongue twister is intended for development of the articulatory apparatus, Special attention pays attention to the clarity of reading the endings of words.

We are constantly working on development of phonemic hearing using pure proverbs, tongue twisters, proverbs, sayings.

An indispensable condition for improving reading technique is constant systematic work on analysis and synthesis of words.

When should you contact a speech therapist?
A child 6-8 years old needs specialist advice if he:

1) poorly distinguishes and reproduces sounds;
2) has difficulty learning poetry;
3) gets confused in the order of the seasons and days of the week;
4) cannot correctly repeat four digits in forward order, and three in reverse order;
5) cannot correctly repeat a series of strikes on the table (with a pencil) at long and short intervals;
6) is poorly oriented in the concepts of “right - left”;
7) will not learn how to fasten buttons and tie shoelaces;
8) finds it difficult to compose a story based on a series of pictures.

Children at risk for dyslexia also include:

1) left-handed children, latent left-handers and the so-called ambidextrous people, who can equally use both their right and left hands;
2) kinesthetics;
3) children with attention deficit hyperactivity disorder;
4) children with delayed development of oral speech.

Attitudes towards dyslexia abroad
Little by little, the position of education and health care in relation to the problem is changing under the influx of new scientific discoveries. In the United States, school teachers are responsible for early identification of children with such problems and special education for them. Despite all the shortcomings of this method, American experts argue that it is far ahead of a similar system in Europe, where there is no appropriate legislative framework to support it. For example, in France, speech therapists provide assistance to children suffering from dyslexia, but in Italy there is no individual approach to the problem of dyslexia as such, but such a child can get help from a teacher at school. The UK has already issued a number of instructions on teaching children with dyslexic characteristics, but in practice it is being implemented extremely slowly and primarily covers central regions. Recently, scientists at the University of Helsinki published the results of a study that indicates that the cause of the non-standard structure of the brain of dyslexics may be a mutation of the DYXC1 gene. However, as experience shows, proper training on early stage development of a child can completely rebuild the brain, eliminating the malfunction. With timely training, children suffering from dyslexia will soon catch up or even surpass their peers in their studies. This does not mean at all that those teenagers who did not seek help in time and still cannot read are hopeless. It’s just that other techniques are used for them, which are designed to compensate for phonemic incoherence at the expense of other parts of the brain. There are no miracles here. Children who have congenital differences have to work hard in order to achieve positive results. However, it's worth it. They learn not only to read or write, but also to persistently pursue their goal, and, as you know, persistence is the key to success

Benefits of Dyslexia
It would seem how there can be any talk about advantages if dyslexia itself is, at least insignificant, but still a disorder. However, according to Ronald D. Davis, dyslexia is a unique gift, and it is not given to everyone. The mental function that is the cause of genius is also the cause of all the above problems. Of course, having dyslexia will not make every dyslexic a genius, but to increase his self-esteem, you can notice that the brain of such a child works in the same way as the brain of great geniuses. Not all children with dyslexia develop the same talent, but they all have certain mental abilities.

Basic properties common to all dyslexics:
- they can use the brain's ability to change and create perceptions;
- are highly aware of their surroundings;
- more curious than others;
- think mainly in images rather than words;
- highly developed intuition and insight;
- they think and perceive in a multidimensional view, using all senses;
- have a vivid imagination.

If these abilities are not suppressed and destroyed educational process, then they will result in two characteristics: above-average intelligence and highly developed creative abilities. What can then emerge is the true gift of dyslexia - it is a gift of mastery that develops in different ways and in different areas. For example, for Albert Einstein it was physics, for Walt Disney it was the art of cinematography and animation, for Greg Louganis it was sports.

Famous dyslexics:

Alexander Graham Bell
Leonardo da Vinci
Marilyn Monroe
Nelson Rockefeller
Peter the First
Richard Rogers
Stephen J. Cannell
Tom Cruise
William Butler Yeats
Winston Churchill
Walt Disney
Charles Schwab
Cher
Albert Einstein
Bruce Jenner
Whoopi Goldberg
Hans Christian Andersen
Harry Woodrow Wilson
Henry Ford
Greg Louganis
Dustin Hoffman
Jay Leno
Jackie Stewart
George Burns
George Bush
Smith Patton
Dani Glover
Quentin Tarantino

Dyslexia Tests for Adults
You can take a short test to determine dyslexia. The nature of the disorder is determined by the doctor through more detailed testing. The results are quite easy to interpret: if you answer “Yes” to more than five questions, then we can say that you have some form of dyslexia.

TEST

When you check what you have written, do you often notice your own mistakes? (Not really)
- When dialing a phone number, do you often confuse numbers? (Not really)
- Do you have problems with spelling? (Not really)
- Do you confuse dates, times, or miss important meetings? (Not really)
- Is it difficult for you to fill out forms? (Not really)
- Do you find it difficult to accurately convey messages left on the phone to other people? (Not really)
- Do you confuse buses with numbers such as, for example, 95 and 59? (Not really)
- Is it difficult for you to determine which months of the year go faster and which slower? (Not really)
- Did you experience difficulties learning the multiplication tables at school? (Not really)
- Do you take longer to read a page in a book than others? (Not really)
- Do you have difficulty determining where is right and where is left? (Not really)
- When you say a long word, is it difficult for you to pronounce all the sounds in the correct order? (Not really)

In addition to such a test, it is necessary to pass a standard test to determine deviations in auditory, phonological, visual and other functions.

Next, it is determined to test reading abilities, spelling abilities, working memory abilities, comprehension, intelligence, difficulties in determining right-left, visual tracking, medical, genetic factors and others.

School:

Do you feel inferior at school? (Not really)
- Do you feel a lack of self-confidence? (Not really)
- Do you have difficulty studying, are you upset by the results of exams or test tests? (Not really)
- Do you often miss words when reading, do you have to re-read the sentence again? (Not really)
- Is it difficult for you to read aloud? (Not really)
- Is it difficult for you to perform mathematical calculations? (Not really)
- Do you often doubt the correct spelling of a word? (Not really)
- Have you noticed that you are reluctant to go to school, have you ever had unreasonable stomach pains during school? (if there are such cases, please specify at what age this occurred and, if possible, under what circumstances) (Yes / No)
- Are there any difficulties for you? school items? If so, which ones? (Not really)
- Do you have difficulty copying text from the board? (Not really)
- Do you often stay the longest when completing a school assignment in class (test, independent)? (Not really)
- Do you feel a state of confusion when performing a task that is difficult for you? (Not really)
- Did you have any changes in the normal learning process (at some points your studies went better, at others - worse)? If yes, at what age and how often? (Not really)
-Have you often felt confused at school? For what reason? (Not really)
- What are your favorite subjects at school?
- What are your least favorite subjects?
- Do you like sports? (Not really)
- Do you like art, drawing? (Not really)

At work and in college:

Are you having difficulty performing your current responsibilities? (Not really)
- Do you have difficulty introducing new methods at work or new programs at college? (Not really)
- Do you have difficulty performing certain duties at work? When performing what duties? Describe. (Not really)
-Have you ever felt confused because you were unable to cope with any task at work/college? (Not really)

Right and left:

Are you good at understanding the concepts of right and left? (Not really)
- Are you left-handed? ((Yes / No / Uncertain (oberuk))
- Are there any left-handers among your relatives? If so, who? (Not really)
- If you play football, which foot do you usually kick the ball with? (Right / Left / Both in turn)
- Take a piece of paper, roll it up like a telescope and look inside. Which eye did you apply the tube to? (Towards left / Towards right)
- Do you often doubt which way a letter or number is written? (Not really)

Medicine:

Do you have any health problems? If there are or were, then which ones? (Not really)
- What was your birth weight? - Do you have vision problems? Which? (Not really)
- Was it that you didn’t hear what people told you? When it was? (Not really)
- Have you ever had an ear infection, have you ever had your ears treated? From what diseases? (Not really)

Used Books:

Lalaeva R. I. "Reading disorders and ways of their correction in primary schoolchildren", "Union" St. Petersburg 1998
Fedorenko I. T. (Kharkov) "Complex of visual dictations"
Rakitina V. A. "Prevention of reading and writing disorders"
Chirkina G. V. "Theory and practice of eliminating dyslexia - the speech therapy aspect of the problem"
Kornev A. N. "Key issues of dyslexia"
Stanislav Milevski "Phonetic-phonological knowledge in speech therapy practice (selected issues)"
Altukhova T. A. "The state of professional competence of speech therapists" secondary schools in the prevention and correction of writing and reading disorders"
Rossiyskaya E. N. "Use of editing reading as a means of self-control of written speech of students with dyslexia"
Rusetskaya M. N. "Experimental study of the cognitive causes of reading impairments"

You may have heard that many children write words in a mirror way. Or they read words backwards, sometimes replacing sounds in them with similar ones. Is this normal for a child? Yes, but sometimes such signs can be a wake-up call. What is dyslexia and what are its symptoms?

Short description

Dyslexia is a disorder of reading skills due to poor development or breakdown of certain mental functions responsible for the processes of reading and writing. The disorder is expressed in constantly recurring shortcomings in reading and writing.

If we consider it from the point of view of psycholinguistics, then dyslexia is a disorder in the connections of the visual, speech-motor and speech-auditory analyzers. The fact is that reading involves all analyzers, forces them to turn on step by step visual perception, connecting letters with sounds, merging these sounds into syllables, and then, into words, merging words into sentences, and them into a story.

In this case, gradual processing of information occurs, including not only reproduction, but also understanding of what is read. If this fails, dyslexia begins to appear.

Forms of dyslexia

There are several classifications of forms of the disease, however, the most common is the one described below. It includes such types as:

phonemic;
semantic;
ungrammatical;
optical;
mnestic;
tactile;

Phonemic

The mechanism is based on the general underdevelopment of the functions of the phonemic system. In this case, when pronouncing a dyslexic, he confuses sounds that differ in their meaning (b-p, s-sh, etc.). There may be a rearrangement of letters and some parts of words in words when reading and writing.

Semantic

It is often called “mechanical reading” due to the fact that the understanding of words, sentences and entire texts read is impaired. At the same time, reading itself does not suffer. In semantic dyslexia, words are only partially perceived, causing them to lose connection with other words in the text.

Ungrammatical

The form is characterized by changes in case endings, the number of nouns, various types of agreements, as well as in verb endings. It is most common in children with systemic speech underdevelopment.

Optical

With optical dyslexia, it is difficult for a child to learn and distinguish between letters that are similar in spelling. The letters may differ slightly (S-O, R-V) or consist of similar parts, but with different locations on the paper (G-T, P-N).

Mnestic

This form is characterized by difficulties in understanding letters. The child cannot associate a sound with a specific graphic image of it.

Tactile

It can only happen to blind children. It manifests itself in problems understanding letters on a Braille table.

Causes of dyslexia

Recent studies of the disease have shown a strong influence of hereditary predisposition. Foreign doctors are inclined to believe that dyslexia may be associated with latent left-handedness.

The main cause of dyslexia is brain dysfunction, which may be caused by exposure to certain biological factors, For example:

In the perinatal period, dyslexia can be caused by brain damage what can lead to:

maternal anemia;
maternal and fetal heart disease;
asphyxia;
prolonged labor;
fetoplacental insufficiency;
premature placental abruption;
entanglement and abnormal development of the umbilical cord;

Toxic lesions of the central nervous system, which could give:

alcohol and drug intoxication;
hemolytic disease of the fetus;
jaundice in a newborn;

Dysfunction can also lead to infectious lesions due to: diseases suffered during pregnancy (measles, rubella, influenza, etc.);

Damage the brain mechanically possible with:

fruit expulsion manipulations;
protracted labor;
intracranial hemorrhages.

Even if the child did not experience any of the above, after birth there is factors leading to delayed maturation of the cerebral cortex, which leads to dyslexia. These factors include:

neuroinfection;
infections such as rubella, measles, chickenpox, polio and the like;
severe chronic diseases;

Dyslexia may accompany:

mental retardation.

This is due to pathologies of brain areas.

There are also social disadvantages, For example:

deficit of verbal communication;
pedagogical neglect;
bilingualism.

Symptoms

It may seem that dyslexics may have developmental delays due to problems with pronunciation and writing. Actually this is not true. For all their shortcomings, they are very often talented, sometimes even brilliant people. Albert Einstein, Leonardo da Vinci, Marilyn Monroe, Walt Disney, Vladimir Mayakovsky - they were all dyslexic, but this did not stop them from becoming worthy famous people.

Research into dyslexia has shown that dyslexics:

have a broad outlook;
curious about the phenomena of the surrounding world;
have an excellent imagination;
have developed intuition;
can evaluate and consider things familiar to us from other angles.

Dyslexia can manifest itself in different ways, depending on the age of the patient. For ease of understanding, below the symptoms are divided into several subgroups.

Early signs

These symptoms are placed in a separate category, since their presence may indicate an advanced process of disease development. If you notice more than 5–7 such signs, you should consult a doctor.

changing the order of letters when composing words;
reluctance to read aloud and write essays;
changing the order of letters, words or numbers during writing and reading;
difficulties with learning the alphabet, multiplication tables;
confusion in the simplest orientation (right-left, etc.);
inattention;
poor memory;
difficulty following simple instructions;
clumsy grip of the handle;
difficulties in learning spelling and reading principles.

In preschool age

Late onset of speech development.
Difficulties in pronunciation and learning words.
Poor memory, especially regarding words (gets confused or cannot remember the right word for a long time.
Problems communicating with peers.
Problems in mastering basic reading and writing skills.
Confusion in the arrangement of words and letters in words, when retelling or telling a story.

Junior School

Problems decoding words.
Replacing some words with others, often similar in sound and meaning (box - box).
Transposition and inversion when reading.
Spread of words and letters (uh, etc.).
Confusion in arithmetic signs (instead of + -).
Difficulty remembering facts.
Impaired coordination of movements.
Impulsiveness and awkwardness.
Slow learning new skills.

high school

The reading level is lower than that of classmates.
Persistent reluctance to read aloud or write.
Poor memory, which also affects planning.
Difficulty communicating and finding common language with peers.
Poor perception of body language and facial expressions.
Poorly readable handwriting.
Difficulty pronouncing and writing words.

High school

Slow reading with many errors.
Insufficient writing skills.
Problems in retelling, presenting and summarizing material.
Incorrect pronunciation of words.
Poor perception of information.
Bad memory.
Slow operating speed.
Difficulty in adapting to any changes.

Adults

Difficulties in perceiving audio and written information.
Poor memory, inattention and absent-mindedness.
Difficult to understand pronunciation.
Confusion in the sequence of numbers and words, inability to reproduce them in the correct order.
Lack of writing skills or their insufficient development ().
Problems with planning and organizing your time.
Weak organizational skills.

Diagnostics

A diagnostic study begins with a visit to a pediatrician, who, after considering all the signs, should refer the child to a speech therapist.

The speech therapist begins the examination by collecting a detailed medical history, including aspects such as:

how the mother’s pregnancy progressed;
are there any genetic predispositions to such diseases;
whether the child has congenital diseases;
How did the child develop in the first years of life?

After collecting anamnesis, the speech therapist finds out:

development of the child’s speech, writing and reading skills;
features of the formation of these skills;
state of the articulatory apparatus;
state of motor skills;
student’s performance in Russian language and literature.

After collecting data, the doctor may perform several tests, including:

reading aloud;
copying text;
writing by ear.

Depending on the results of the examination, consultation with a neurologist and ophthalmologist may be necessary. Hardware examination in this case includes EEG and EchoEG.

Dyslexia test

Recently, foreign scientists have created a special test for dyslexia, suitable for children from 3 years old. It takes about 10 minutes to complete, and it is designed to identify problems in young children who have not even started preschool education.

The mechanism of the test is based on the fact that children are especially attentive to the pronunciation of sounds when constructing words. If a child has problems with pronunciation, then there may be problems with reading and writing. So, along the way, dysgraphia can be diagnosed in children.

Dyslexia can be diagnosed by classic tests, taking 1.5–2 hours. They are carried out by a speech therapist.

Treatment and correction of dyslexia

The traditional method of treating dyslexia is speech therapy correction work. This method involves working to correct all pathologies of speech and non-speech processes.

The method of speech therapy correction depends on the specific form of the disease:

Optical dyslexia requires work on visuospatial representation, visual synthesis and analysis.
Tactile involves working on parsing and understanding patterns and developing spatial representation.
With mnestic memory, it is necessary to develop auditory-verbal and verbal-visual memory.
With the phonemic form, it is necessary to correct sound pronunciation and form ideas about the sound-letter composition of words.
Semantic requires the development of syllabic synthesis and vocabulary, and work on the child’s assimilation of grammatical language norms.
In the agromatic form, work should be done to form grammatical systems.

For adult dyslexics, correction methods involve more extensive training. However, in terms of mechanisms they do not differ from classes with children.

Watch a video that addresses the causes and correction of dyslexia:

The reasons for literacy deficiencies in adults can be varied: influenced by the situation within the family, heredity, and the specifics of the educational program. But scientists have suggested that dyslexia in adults is a significant factor. Contrary to popular belief, this disorder does not only relate to literacy levels, although these deficiencies are often the most noticeable feature. Dyslexia affects how information is processed, stored, and retrieved, memory, processing speed, timing, organization, and sequencing.

The disease is passed on genetically, so if one or both parents have it, the chances of inheriting this health problem increase dramatically. The exact cause of dyslexia remains unknown.

This disorder persists throughout life and its severity can vary. Among the predisposing factors, researchers in the field of mental disorders identify:

Causes associated with intrauterine stay. Under consideration negative impact pathological phenomena that occur during childbirth: fetal asphyxia, premature placental abruption, umbilical cord malformations. Each of these conditions can harm the brain while the baby is in the womb.
Suffered traumatic brain injuries.
Cured infectious lesions of brain tissue (encephalitis).
Antisocial lifestyle.

The destructive impact of each of these factors disables the main mechanisms through which the reading process is implemented - this is a combination of speech motor, speech-auditory, and visual analyzers.

Observations in the field of psycholinguistics allow us to determine that the sequence of stages is disrupted in people with dyslexia visual perception, recognizing letters, the ability to combine them into a word. The ability to comprehend the material read also suffers.

Types of dyslexia

Having studied the main manifestations and features of the origin of this disorder, a classification of dyslexia was identified. Considering the violations of the mechanisms, there are the following types of disorders of reading ability and quality:

Phonemic dyslexia is caused by underdevelopment of phonemic perception, the ability to analyze and synthesize.
Semantic dyslexia - when a person has not formed syllable synthesis, poor lexicon, there is a misunderstanding of the syntactic connection of the sentence structure.
Agrammatic dyslexia is caused by insufficient development of grammatical speech structure.
Mnestic dyslexia is caused by a violation of speech memory, difficulty is noted at the stage of matching letters and sounds.
Phonemic dyslexia - occurs due to underdevelopment of phonemic perception, analysis and synthesis.
Optical dyslexia occurs as a result of insufficient development of visual-spatial concepts.
Tactile dyslexia for visually impaired people is caused by blurred tactile perception.

What are the common manifestations of this disorder?

Common characteristics among people with dyslexia are difficulties with spelling, manipulating auditory cues, and/or the ability to process visual-verbal requests quickly.

Being at work for people with dyslexia can be a challenging process, but with active support and systematic treatment strategies, its severity can be reduced and, in some cases, even overcome.

Dyslexia in adults is considered a disorder often associated with cognitive weakness, especially in the area of auditory processing. Poor auditory processing skills of received information impede the brain’s ability to recognize the difference between sounds and their combinations; connect letters together, learn to read (this process is the most difficult). Traditional teaching styles and standard training program is not accepted by such people.

In addition to the almost complete lack of ability to learn literacy and numeracy, many common indicators of the presence of dyslexia in adults have been identified.

These include good interpersonal communication skills and recognizing others' emotions. Dyslexic adults often have behavioral symptoms, such as anxiety, due to problems associated with their own condition. This becomes clear in a group conversation, where people with this problem find it difficult to express their thoughts and do so only in short sentences between long pauses. Other indicators include general confusion and stress.

As the condition persists throughout life, early diagnosis and treatment are effective in reducing the severity of problems associated with daily living.

Many symptoms are difficult to recognize because as people grow older, they tend to avoid areas that are problematic for them. However, some manifestations remain obvious.

They include:

Difficulty remembering words and sentences. Even if they are knowledgeable in other areas, adults with this disorder have poor memory.
Slowness when reading sentences, reading syllable by syllable, with long pauses in between.
Difficulty remembering names.
An adult with dyslexia is unable to understand reading material, which causes many problems in work and everyday life.
People with this disorder usually prefer to wear digital watches.
Have difficulty expressing their own thoughts in words.
They try to avoid reading and writing as much as possible.
They forget where they came from. This leads to difficulty, especially when the route is in an unfamiliar direction. Sometimes such people even forget frequently visited places.

The most common form is mnestic dyslexia, which is easy to differentiate in a patient by observing a pronounced violation of the associative connection between the visual form of a letter and the pronunciation, acoustic image of it. Memorizing, he mixes and then replaces them when reading.

Detailed symptoms of the condition

Dyslexia can manifest itself in many different forms. Difficulties can arise both individually and in combination. Exists whole line signs of dyslexia, the observation of which allows us to identify the patient’s condition.

Noteworthy are the symptoms associated with reading and writing, numeracy and mathematics in general, organization and timekeeping, a sense of direction, and the behavioral factor of the individual.

Visual manifestations:

Compared to healthy people, people with some form of dyslexia may sometimes see things differently.
They can perceive a word as long as it is written in front of them, but as soon as it is removed, it is completely erased from their memory, as if they had never seen it.
May be able to read words on one line, but when it comes to the next, they have no idea how to process the information and reproduce the words they see.
Have difficulty recognizing different combinations of letters that make the same sound.

Auditory manifestations:

Some dyslexics have difficulty distinguishing between sounds.
They may not be able to combine letters into sounds.
Pronunciation can be a problem.
Words are distorted, i.e. are perceived correctly, but change when played aloud.

Written manifestations:

Errors can only be made on one part of the written text - left or right
When writing, the words “was” and “saw”, “on” and “no” are confused.
People with dyslexia find it difficult to specify “where”, “how”, “when”, etc.

Short-term memory: a person may experience great difficulty remembering a short list of certain algorithms, their sequence and content features. Problems also arise with learning new material; long arithmetic calculations are difficult.

The symptom of orientation dyslexia is that people with this health problem have difficulty distinguishing between up and down, left and right. The sequence of actions is broken: it is difficult for such people to start reading from the middle of the text: to remember days, weeks and months, years.

Diagnostics

An adult with such an unpleasant condition as dyslexia may not even be aware of his pathology, experiencing extreme discomfort from being inside society. Having visited a qualified specialist and made sure of your diagnosis, you can plan a correction program, then begin to implement it.

The essence of the diagnosis carried out by a speech therapist is as follows: the doctor determines how much the oral speech the patient, what is the history of his life and development, determines the state of the articulatory apparatus, and clarifies what his academic performance was at the time of training.

If we are talking about a set of signs, there is no clearly defined understanding of what type a particular patient belongs to, a special table that doctors work with when examining a patient will help in this matter. This method is based on the fact that a person must compose words for a while from high-frequency and low-frequency letters located in special matrices. Each matrix is divided according to the complexity of mixing high-frequency letters with low-frequency ones. After analyzing the results, a specialist can diagnose the type of dyslexia much more accurately. The data from this study, together with a full-scale consultation with a neurologist, will allow you to undergo a course of pathology correction in the future.

How to overcome this problem?

If the disease has been observed in a person since early childhood, one should be aware that there is no clearly defined treatment for dyslexia as such. While there is no specific drug, the use of which would provide prevention this state in those most predisposed to this disease, correction can be carried out with the help of specialized educational tools and resources. It is important, after diagnosis, to get professional help and use latest tools to develop your skills.

If diagnosis and treatment were received in childhood, it will be easier for an adult to cope with situational problems.

Using the computer in Lately makes it easier for people with special needs to stay in society. This alternative method helps you harness your potential in life.

Studying strategies for treating dyslexia with medications, scientists have highlighted the importance of the role of vitamin therapy, so patients with this pathology are recommended to take omega-3 fatty acids to maintain vital brain functions. Despite the fact that these substances do not have a pronounced healing property, they are prescribed along with B vitamins to stabilize the nervous system, because anxiety is an invariable phenomenon that accompanies dyslexia.

Social adaptation of adult dyslexics

Dyslexics work better with small amounts of information, as too much material can potentially overwhelm the special learner.
Adult dyslexic literacy programs are being considered as an alternative teaching approach.

Scientists propose the use of multisensory strategies to connect and remember information, since people with this disorder suffer from problems connecting to information, visualization, and recreating an auditory image. It may also be necessary to incorporate touch and movement into the process. For example, using your fingers to trace a phone number on a table instead of just repeating it.

IN modern society Technological assistance is also available: it consists of using special systems such as GPS, voice recorders, software, allowing you to convert text to speech or perform manual spell checking. All of this helps make it less difficult for special people to live in everyday environments.

Color coding is also recognized as sufficient useful strategy, which helps you highlight and organize important information.

TO non-standard approaches Reducing the degree of manifestation of dyslexia includes the Ronald D. Davis technique - its essence lies in consciously giving printed words and symbols a mental image, which helps eliminate gaps in perception. However, this method of treatment is less used in comparison with its generally accepted, more effective analogues, in which the emphasis is on correcting speech synthesis and eliminating distortion in the pronunciation of words and sentences.

Regardless of the form of dyslexia, an adult needs to undergo a full examination and receive advice from an experienced speech therapist.

If an adult is diagnosed with dyslexia, this does not mean that he is less intelligent or deprived of the opportunity to improve and receive an education. There are many stories known outstanding personalities who suffered from this disorder, but this fact did not prevent them from achieving great success, realizing themselves to the fullest. Researchers have established the nuance that these people have a high IQ level and have found their purpose in creativity. Among them: Steven Spielberg, Van Gogh, Mozart, Einstein.

Primary school is the next important stage in the life of a little person. The first ruler and flowers for the teacher, new desk neighbors and, of course, academic disciplines. Alas, news from teachers is not always happy. There is no need to immediately grab your belt and accuse yesterday’s kindergartener of all mortal sins. Perhaps the disappointing results are evidence of dyslexia. Let's figure out what it is.

What's happened

Dyslexia is a brain disorder that makes it difficult to learn reading.

Foreign experts believe that the classification of dyslexia includes:

– difficulty learning to write
Dyscalculia – inability to learn to count
Dysorthography - illiteracy
Dyspraxia, or poor coordination of movements.

Russian doctors differentiate this list of diseases, considering each separately.

Kinds

The varied symptoms of dyslexia allow us to distinguish the following types of dyslexia:

Agrammatic dyslexia - confusion in genders, cases and numbers (“delicious candy”).
Phonemic - syllables and paired consonants are swapped (v-f, b-p).
Semantic dyslexia is a lack of reading comprehension. A simple analogy is a text spoken by a computer program that is unable to grasp the meaning.
Optical dyslexia – letters with similar spellings (r – ь, sh-shch) are confused.
Mnestic dyslexia - the relationship between a letter and the corresponding sound cannot be understood in the head.
Such forms of dyslexia are much more common than tactile dyslexia - the inability of blind children to understand the dotted letters in Braille.

Causes

The prerequisites for the onset of the disease are always associated with neurobiological factors - the incorrect functioning of neurons between the cerebral hemispheres. There are different possible etiologies for dyslexia.

Before conception:

Mutation
Genetic predisposition - the presence of similar difficulties in close relatives increases the chance of developing pathology in the fetus.

In the womb:

Intoxication (alcohol, smoking, drugs, chemicals)
Hypoxia
Viruses (jaundice, herpes, influenza)
Placental abruption

At the moment of birth:

Weak or absent contractions
Stagnation in the birth canal
Drug induction of labor
Kristeller's maneuver, or squeezing out the newborn by applying pressure to the mother's abdomen
Umbilical cord entanglement

Causes of dyslexia after it:

Hidden left-handedness, or right-hemisphere brain activity
Developmental delay
Viral infections (measles, chickenpox, polio, measles rubella)

Signs

Since the mechanisms of dyslexia are extremely diverse, it is necessary to carry out full testing for an unambiguous diagnosis. There are “red flags” - signs the presence of which requires speech therapy consultation.

Symptoms of dyslexia that you can pay attention to at home:

Disorganization
When reading, the child seems to be trying to guess rather than decipher the text
Bad handwriting
Emotionality, impulsiveness, irritability
Uncoordinated movements.

Early diagnosis of dyslexia is carried out by a speech therapist.

The person administering the dyslexia test uses the following set of tasks:

The child is asked to repeat a simple rhythm, which he must repeat without errors. As you perform, the rhythmic sequences become more complex.
List the seasons and days of the week in order.
They take turns showing three different gestures (slam your hand on the table, turn it with an edge, or clench it into a fist), and the little one copies the manipulations performed.
Repeat number, letter and concept chains.
Reproduce articulatory movements (rotating the tongue, curling into a tube, smiling).
Duplicate complex terms spoken by an adult (example: thermometer, accreditation, emergency room).
Repeat sentences as close as possible to the semantics of the source text.
Form shapes plural according to a given word in a singular, adjectives from nouns.

Dyslexia in younger schoolchildren is noticeable in their academic performance.

In the absence of treatment, character traits such as:

Absent-mindedness
Excessive daydreaming
Complexes due to feeling “stupid”, “different from peers”
Anxiety, isolation
Frequent mood swings
Slow assimilation of knowledge.

Consequently:

Bad marks
Dislike of studying
Sometimes they form bad habits stress suppressants (biting nails, picking skin, twirling objects in hands)
Lack of perseverance
Difficulties in communication.

Treatment and correction

Optimal treatment for dyslexia in children in preschoolers or younger schoolchildren. The correction is aimed at forming:

Skills in semantic analysis of information
Spatial thinking
Visual and auditory memory
Lexico-grammatical language norms
Pronunciation correction

Exercises

Making up stories based on a group of pictures.

Memorizing poetry (expands vocabulary and activates memory).

Retelling your favorite book passages.

Magnetic alphabet games.

Composing letters and syllables from sticks, pencils, cubes, and threads of colored yarn.

Tongue twisters and articulation exercises.

Letter stencils.

Drawing words with your fingers on the child’s body and then asking them to decipher what they drew.

I.N. Sadovnikova offers children the following technology to overcome dysgraphia and dyslexia:

Correct sentences with errors in certain parts.
Insert missing letters.
Count syllables, vowels and consonants.
Name objects starting with a given letter.
Conduct sound-letter analysis.
Feel the alphabet made of cardboard, associate the letters with familiar objects.
Use copybooks and ABC books with bright pictures.

Prevention

The etiology of dyslexia is very extensive. In order to minimize risks, a pregnant woman should be sensitive to her health, strictly follow the instructions of the medical staff of the maternity hospital and avoid contact with patients before and after the appearance of small miracle to the light. Similar measures - best prevention dyslexia.

One hundred percent prevention of dyslexia is impossible. However, there are ways to minimize risks.

Future prospects

Most parents, even when identifying the first symptoms of dyslexia, panic: what kind of work and serious career growth can we talk about with such a diagnosis! Believe me, everything is not so terrible.

Dyslexia is often called "disease of geniuses". Famous personalities earn huge sums of money despite this violation.

Vin Diesel, the brutal star of "Fast and the Furious", was able to build a successful acting career, being dyslexic.

Keanu Reeves, without having a secondary education, made billions of people think about the artificiality of our world by playing in The Matrix.

The list also includes Daniel Radcliffe, who earned millions even before he came of age.

“The disease of geniuses” sometimes becomes a difficult test both for the owner himself and for his relatives. Do not despair and do not worry about the fate of your treasure: being different from others is not fatal. Dyslexia, with due attention from parents, does not prevent children from having a great life.

Preview:

Hello, I have been working as a speech therapist for 10 years. And I preventively check all children who graduate from the NPZ group for a predisposition to dyslexia using the “method for early detection of dyslexia (EMID)” developed by A.N. Kornev (see Kornev A.N. Reading and writing disorders in children. St. Petersburg, 1997)

I offer everyone the methodology and rules for assessing the completion of tasks

“Series speaking” Instructions: “List in order the seasons and (after answering this question) the days of the week.” Help in the form of leading questions or a hint that does not contain an ordinal listing is allowed.

Scores: answered both questions correctly - 0 points, answered one question correctly - 2 points, did not answer any question - 3 points.

Note: A critical factor in dyslexia is the difficulty of finding a starting point in spatial and temporal sequence.

“Rhythms” Instructions: “Listen to me knock, and after I finish, knock in the same way.” After this, a series of strikes is made once on the table (with a pencil or stick) at long and short intervals:

Simple rhythms - !! !, ! . !! ! !, ! ! . ! . if the task is completed correctly, then move on to a more complex one; if more than one mistake is made, then stop;
Complex rhythms - . ! !, ! !! . ! . !, !! . !. The performance criteria are the same as in simple rhythms.

Scores: both tasks completed - 0 points, only simple rhythms completed - 2 points, not a single task completed - 3 points.

Note. Children with dyslexia perform this task with a large number of errors. In adults, this test diagnoses damage to the premotor and temporal structures of the right hemisphere.

Test “Fist – edge – palm” Instructions: “Look carefully at what I’m going to do and repeat in exactly the same way.” The experimenter demonstrates to the child three times in a row a sequence of three hand movements: hit the table with the fist, place the palm on the edge, clap the palm on the table. The child, like the experimenter, must reproduce this sequence three times without errors. If a child violates the sequence of movements more than once, it is necessary to indicate that a mistake was made and give him one more try (if the child reproduced a sequence of three movements only once and after stimulation continued it correctly, then this is not considered an error). If the reproduction is obviously erroneous, the sample demonstration is repeated. A maximum of 5 demonstrations are allowed.

Scores: correct reproduction in one or two attempts after the 1st demonstration – 0 points; correct reproduction after the 2nd demonstration or after three demonstrations on the 1st attempt – 2 points; correct reproduction after the 4th and 5th demonstrations or after three demonstrations from the 2nd or more attempts - 3 points.

Note. This test is sensitive not only to damage to motor systems (mainly their premotor parts), but also to modally nonspecific deficits of successive functions. In the first case, switching from one movement to another in an automated mode often suffers: the child takes long pauses between movements. In the second case, children confuse the sequence of movements or miss some of them. Presumably, difficulties in this task can be associated with left hemisphere insufficiency.

Subtest “Repetition of numbers”. Instructions: “Now I’ll tell you a few numbers, and you, as soon as you finish speaking, repeat them in exactly the same order. Attention!" After this, the experimenter, in an even voice, without changing intonation on the last digit, in the rhythm of the start time countdown, names a series of three digits(see number rows). In case of erroneous reproduction, another one is presented row of three numbers If played correctly, they move on to a row of 4 digits and so on up to a row of 5 digits. The experimenter records the number of digits in the largest correctly reproduced row. This is a preliminary assessment for the first half of the assignment. After this it is given new instructions: “Now I’ll tell you a few more numbers, and you will repeat them, but just start from the end, repeat them in reverse order. For example: if I say 1-2, then you must say 2-1.” For clarity, you need to alternately touch two imaginary points on the table with your finger: first from left to right, then from right to left. The tactics for examining and recording the results are the same as in the first half of the task: first we offer a series of two numbers, then three, etc. The final result of completing the entire task is the sum of preliminary marks for the first and second half of the task

Grades: final result more points; the final result is equal to a point; the final result is less than a point.

When examining children 6.5 - 7.5 years old without severe speech pathology, the following three scores are summed up: for “Series Speaking”, “Repetition of Numbers” and for the “Fist - Rib - Palm” or “Rhythms” test (from these two, the task for which received a high rating). A score greater than 5 indicates a predisposition to dyslexia.

Online test for dyslexia and dysgraphia

Questions and coefficients are taken from the Davis Center test.

This test is not for making a diagnosis, its purpose is only to draw your attention to existing problems.

If any two problems exceed 30% there is a chance that it is dyslexia.

You can also send the test results to your email so that you can come to me for a consultation with them in the future.

Our contacts

Marshal Zhukov Avenue,

Ask a question!

Moscow, Marshal Zhukov Avenue, building 76, building 2

Professional services described as Davis™, including Davis Dyslexia Correction™ Davis Symbol Mastery™ Davis Confusion Management™ Davis Attention™ Mathematics Mastery and the Davis Junior Reading Program™ may only be provided by Davis therapists who have completed their education and are licensed International Association Davis Dyslexia

Forms and causes of dyslexia

Short description

If we consider it from the point of view of psycholinguistics, then dyslexia is a disorder in the connections of the visual, speech-motor and speech-auditory analyzers. The fact is that reading involves all analyzers, forces you to gradually include visual perception, connecting letters with sounds, merging these sounds into syllables, and then, into words, merging words into sentences, and them into a story.

Forms of dyslexia

There are several classifications of forms of the disease, however, the most common is the one described below. It includes such types as:

Phonemic

Semantic

It is often called “mechanical reading” due to the fact that the understanding of words, sentences and entire texts read is impaired. At the same time, reading itself does not suffer. In semantic dyslexia, words are only partially perceived, causing them to lose connection with other words in the text.

Ungrammatical

The form is characterized by changes in case endings, number of nouns, various types of agreements, as well as in verb endings. It is most common in children with systemic speech underdevelopment.

Optical

Mnestic

This form is characterized by difficulties in understanding letters. The child cannot associate a sound with a specific graphic image of it.

Tactile

It can only happen to blind children. It manifests itself in problems understanding letters on a Braille table.

Causes of dyslexia

Recent studies of the disease have shown a strong influence of hereditary predisposition. Foreign doctors are inclined to believe that dyslexia may be associated with latent left-handedness.

The main cause of dyslexia is brain dysfunction, which can be caused by certain biological factors, such as:

In the perinatal period, dyslexia can be caused by brain damage, which can lead to:

maternal anemia;
maternal and fetal heart disease;
asphyxia;
prolonged labor;
fetoplacental insufficiency;
premature placental abruption;
entanglement and abnormal development of the umbilical cord;

Toxic lesions of the central nervous system, which could give:

alcohol and drug intoxication;
hemolytic disease of the fetus;
jaundice in a newborn;

Infectious lesions can also lead to dysfunction due to: diseases suffered during pregnancy (measles, rubella, influenza, etc.);

The brain can be damaged mechanically by:

fruit expulsion manipulations;
protracted labor;
intracranial hemorrhages.

Even if the child did not experience any of the above, after birth there are factors that lead to a delay in the maturation of the cerebral cortex, which leads to dyslexia. These factors include:

neuroinfection;
infections such as rubella, measles, chickenpox, polio and the like;
severe chronic diseases;

Dyslexia may accompany:

alalia;
dysarthria;
aphasia;
mental retardation.

This is due to pathologies of brain areas.

There are also social disadvantages such as:

deficit of verbal communication;
pedagogical neglect;
bilingualism.

Symptoms

Research into dyslexia has shown that dyslexics:

have a broad outlook;
curious about the phenomena of the surrounding world;
have an excellent imagination;
have developed intuition;
can evaluate and consider things familiar to us from other angles.

Dyslexia can manifest itself in different ways, depending on the age of the patient. For ease of understanding, below the symptoms are divided into several subgroups.

Early signs

These symptoms are placed in a separate category, since their presence may indicate an advanced process of disease development. If you notice more than 5–7 such signs, you should consult a doctor.

changing the order of letters when composing words;
reluctance to read aloud and write essays;
changing the order of letters, words or numbers during writing and reading;
difficulties with learning the alphabet, multiplication tables;
confusion in the simplest orientation (right-left, etc.);
inattention;
poor memory;
difficulty following simple instructions;
clumsy grip of the handle;
difficulties in learning spelling and reading principles.

In preschool age

Late onset of speech development.
Difficulties in pronunciation and learning words.
Poor memory, especially regarding words (gets confused or cannot remember the right word for a long time.
Problems communicating with peers.
Problems in mastering basic reading and writing skills.
Confusion in the arrangement of words and letters in words, when retelling or telling a story.

Junior School

Problems decoding words.
Replacing some words with others, often similar in sound and meaning (box - box).
Transposition and inversion when reading.
Spread of words and letters (uh, etc.).
Confusion in arithmetic signs (instead of + -).
Difficulty remembering facts.
Impaired coordination of movements.
Impulsiveness and awkwardness.
Slow learning new skills.

high school

The reading level is lower than that of classmates.
Persistent reluctance to read aloud or write.
Poor memory, which also affects planning.
Difficulties in communicating and finding a common language with peers.
Poor perception of body language and facial expressions.
Poorly readable handwriting.
Difficulty pronouncing and writing words.

High school

Slow reading with many errors.
Insufficient writing skills.
Problems in retelling, presenting and summarizing material.
Incorrect pronunciation of words.
Poor perception of information.
Bad memory.
Slow operating speed.
Difficulty in adapting to any changes.

Adults

Difficulties in perceiving audio and written information.
Poor memory, inattention and absent-mindedness.
Difficult to understand pronunciation.
Confusion in the sequence of numbers and words, inability to reproduce them in the correct order.
Lack of writing skills or their insufficient development (dysgraphia).
Problems with planning and organizing your time.
Weak organizational skills.

Diagnostics

A diagnostic study begins with a visit to a pediatrician, who, after considering all the signs, should refer the child to a speech therapist.

The speech therapist begins the examination by collecting a detailed medical history, including aspects such as:

how the mother’s pregnancy progressed;
are there any genetic predispositions to such diseases;
whether the child has congenital diseases;
How did the child develop in the first years of life?

After collecting anamnesis, the speech therapist finds out:

development of the child’s speech, writing and reading skills;
features of the formation of these skills;
state of the articulatory apparatus;
state of motor skills;
student’s performance in Russian language and literature.

After collecting data, the doctor may perform several tests, including:

Dyslexia test

To diagnose dyslexia, classical tests can also be carried out, taking 1.5–2 hours. They are carried out by a speech therapist.

Treatment and correction of dyslexia

The traditional method of treating dyslexia is speech therapy correction work. This method involves working to correct all pathologies of speech and non-speech processes.

The method of speech therapy correction depends on the specific form of the disease:

Optical dyslexia requires work on visuospatial representation, visual synthesis and analysis.
Tactile involves working on parsing and understanding patterns and developing spatial representation.
With mnestic memory, it is necessary to develop auditory-verbal and verbal-visual memory.
With the phonemic form, it is necessary to correct sound pronunciation and form ideas about the sound-letter composition of words.
Semantic requires the development of syllabic synthesis and vocabulary, and work on the child’s assimilation of grammatical language norms.
In the agromatic form, work should be done to form grammatical systems.

For adult dyslexics, correction methods involve more extensive training. However, in terms of mechanisms they do not differ from classes with children.

Watch a video that addresses the causes and correction of dyslexia:

3 Comments

Lyuba Niyazova in the video uses the Ronald Davis technique. But we go our own way - we teach dyslexics to read and write - we knock out wedge with wedge.

Our method of “knocking out a wedge with a wedge” does not solve the problem, but kills the desire to learn from the first grade. I really liked the lecture, I recommend it to parents of children with dyslexia, first of all, to understand that their child is not “dumb”, but with developmental disabilities, and is mandatory for teachers, so as not to label them “dumb”, but to help the child overcome difficulties. And then studying will not become a nightmare for children, their parents and teachers.

We took a dyslexia correction course using the Davis method in Moscow when our daughter was 8 years old. Now she is 12. What can I say... At the time when the specialist was working with the child, I agree that on the third day the results were already noticeable - the number of errors when writing decreased, the child knew his way around the subway well, and constructed his speech correctly and logically. It should be noted that the teacher, like in the video, was also from Israel. At the end of the course, recommendations were given to take home and it was said that it is enough to pay attention to 15 minutes daily. to classes. In practice, everything turned out to be much more complicated. Throw Kush balls (all exercises) for at least 5 minutes. Then the modeling of trigger words (and these are not only the words themselves, but also scenes with this word, and if the word has several meanings, then first we open the dictionary, look for its meaning there.....) - in general, an hour is the minimum. OK! the balls were brought to automaticity. We sculpted regularly for the first two weeks. We realized that if classes on dyslexia are primary, then we do not have time to do the main lessons, because... oral subjects require many times more time than ordinary children. You need to read for retelling not 2-3 times, but at least 7-8 times in order to understand, and if, as we were taught, the child must talk about what he read, then in general you need to completely devote yourself to the child. In general, over time, the classes came to naught. Now we are in 6th grade. Some changes in better side happen, but it's more likely age-related changes, rather than the correction results.

Dyslexia in primary schoolchildren: types, signs, corrective exercises

What's happened

Dyslexia is a brain disorder that makes it difficult to learn to read.

Foreign experts believe that the classification of dyslexia includes:

Dysgraphia – difficulty learning to write
Dyscalculia – inability to learn to count
Dysorthography - illiteracy
Dyspraxia, or poor coordination of movements.

Russian doctors differentiate this list of diseases, considering each separately.

The varied symptoms of dyslexia allow us to distinguish the following types of dyslexia:

Agrammatic dyslexia - confusion in genders, cases and numbers ("delicious candy").
Phonemic - syllables and paired consonants are swapped (v-f, b-p).
Semantic dyslexia is a lack of reading comprehension. A simple analogy is a text spoken by a computer program that is unable to grasp the meaning.
Optical dyslexia – letters with similar spellings (r – ь, sh-shch) are confused.

Mnestic dyslexia - the relationship between a letter and the corresponding sound cannot be understood in the head.

Such forms of dyslexia are much more common than tactile dyslexia - the inability of blind children to understand the dotted letters in Braille.

Causes

Mutation
Genetic predisposition - the presence of similar difficulties in close relatives increases the chance of developing pathology in the fetus.

Intoxication (alcohol, smoking, drugs, chemicals)
Hypoxia
Viruses (jaundice, herpes, influenza)
Placental abruption

At the moment of birth:

Weak or absent contractions
Stagnation in the birth canal
Drug induction of labor
Kristeller's maneuver, or squeezing out the newborn by applying pressure to the mother's abdomen
Umbilical cord entanglement

Causes of dyslexia after it:

Hidden left-handedness, or right-hemisphere brain activity
Developmental delay
Viral infections (measles, chickenpox, polio, measles rubella)

Signs

Since the mechanisms of dyslexia are extremely diverse, it is necessary to conduct comprehensive testing to make an unambiguous diagnosis. There are “red flags” - signs the presence of which requires speech therapy consultation.

Symptoms of dyslexia that you can pay attention to at home:

Disorganization
When reading, the child seems to be trying to guess rather than decipher the text
Bad handwriting
Emotionality, impulsiveness, irritability
Uncoordinated movements.

Dyslexia test

Early diagnosis of dyslexia is carried out by a speech therapist.

The person administering the dyslexia test uses the following set of tasks:

The child is asked to repeat a simple rhythm, which he must repeat without errors. As you perform, the rhythmic sequences become more complex.
List the seasons and days of the week in order.
They take turns showing three different gestures (slam your hand on the table, turn it with an edge, or clench it into a fist), and the little one copies the manipulations performed.
Repeat number, letter and concept chains.
Reproduce articulatory movements (rotating the tongue, curling into a tube, smiling).
Duplicate complex terms spoken by an adult (example: thermometer, accreditation, emergency room).
Repeat sentences as close as possible to the semantics of the source text.
Form plural forms for a given word in the singular, adjectives from nouns.

Dyslexia in younger schoolchildren is noticeable in their academic performance.

In the absence of treatment, character traits such as:

Absent-mindedness
Excessive daydreaming
Complexes due to feeling “stupid”, “different from peers”
Anxiety, isolation
Frequent mood swings
Slow assimilation of knowledge.

Bad marks
Dislike of studying
Sometimes bad habits are formed that suppress stress (biting nails, picking skin, twirling objects in your hands)
Lack of perseverance
Difficulties in communication.

Treatment and correction

Treatment of dyslexia in children is optimal for preschoolers or younger schoolchildren. The correction is aimed at forming:

Skills in semantic analysis of information
Spatial thinking
Visual and auditory memory
Lexico-grammatical language norms
Pronunciation correction

Exercises

Making up stories based on a group of pictures.

Memorizing poetry (expands vocabulary and activates memory).

Composing letters and syllables from sticks, pencils, cubes, and threads of colored yarn.

Tongue twisters and articulation exercises.

Drawing words with your fingers on the child’s body and then asking them to decipher what they drew.

I.N. Sadovnikova offers children the following technology for overcoming dysgraphia and dyslexia:

Correct sentences with errors in certain parts.
Insert missing letters.
Count syllables, vowels and consonants.
Name objects starting with a given letter.
Conduct sound-letter analysis.
Feel the alphabet made of cardboard, associate the letters with familiar objects.
Use copybooks and ABC books with bright pictures.

Prevention

The etiology of dyslexia is very extensive. In order to minimize risks, a pregnant woman should be careful about her health, strictly follow the instructions of the medical staff of the maternity hospital and avoid contact with patients before and after the birth of a small miracle. Such measures are the best prevention of dyslexia.

One hundred percent prevention of dyslexia is impossible. However, there are ways to minimize risks.

Future prospects

Dyslexia is often called the “disease of geniuses.” Famous personalities earn huge sums of money despite this violation.

Vin Diesel, the brutal star of The Fast and the Furious, was able to build a successful acting career while being dyslexic.

Keanu Reeves, without having a secondary education, made billions of people think about the artificiality of our world by playing in The Matrix.

The list also includes Daniel Radcliffe, who earned millions even before he came of age.

Quiz: Do I have dyslexia?

As studies show, dyslexia is present in one person out of ten, and in most of them it was not identified at all, which means that these people did not receive timely qualified support.

Moreover, for some, undiagnosed dyslexia is a “hidden disability” that can lead to confusion in the learning environment, problems at work and low self-esteem.

Even those who were promptly diagnosed experience difficulties with reading and writing in various aspects of their lives. Obviously, dyslexia is a specific reading and writing disorder, but this does not indicate a low level of intelligence. There are many bright, creatively gifted people with dyslexia who will never read or write at their intelligence level.

Do you think you may have signs of dyslexia? Let's check. Please fill in

Brief Self-Assessment Test for Dyslexia for Adults:

How do you read: slowly or quickly?
Did you have problems with reading at school?
Did you have to re-read the text several times in order to understand the content?
Do you have difficulty reading aloud?
When writing do you skip or rearrange letters?
Are there currently errors in the text you write, despite the computer literacy check?
Do you have difficulty pronouncing multi-syllable words while reading?
What do you prefer to read: magazines, short articles or books, novels?
Was it difficult for you to learn a foreign language at school?
Do you enjoy projects or courses that require a lot of reading?

If you answered yes to 7 or more questions, then you may have dyslexia. We recommend contacting a specialist.

Dyslexia test

If a child does not like to read, then a gentle reading regime is necessary: one or two lines are read, then a short rest is arranged. This mode occurs when a child watches filmstrips: he read two lines under the frame, looked at the picture, and rested. Filmstrips should have entertaining content (fairy tales, adventures).

Texts of visual dictations (according to I. T. Fedorenko)

1. The snow is melting. (8 letters)

3. The sky is gloomy. (10)

4. Kolya got sick. (eleven)

5. The birds began to sing. (eleven)

(22 dictations on a separate page)

When should you contact a speech therapist?

A child 6-8 years old needs specialist advice if he:

2) has difficulty learning poetry;

3) gets confused in the order of the seasons and days of the week;

4) cannot correctly repeat four digits in forward order, and three in reverse order;

5) cannot correctly repeat a series of strikes on the table (with a pencil) at long and short intervals;

6) is poorly oriented in the concepts of “right - left”;

7) will not learn how to fasten buttons and tie shoelaces;

8) finds it difficult to compose a story based on a series of pictures.

3) children with attention deficit hyperactivity disorder;

4) children with delayed development of oral speech.

Attitudes towards dyslexia abroad

Little by little, the position of education and health care in relation to the problem is changing under the influx of new scientific discoveries. In the United States, school teachers are responsible for early identification of children with such problems and special education for them. Despite all the shortcomings of this method, American experts argue that it is far ahead of a similar system in Europe, where there is no appropriate legislative framework to support it. For example, in France, speech therapists provide assistance to children suffering from dyslexia; in Italy, there is no individual approach to the problem of dyslexia as such, but such a child can receive help from a teacher at school. The UK has already issued a number of instructions on teaching children with dyslexic characteristics, but in practice it is being implemented extremely slowly and primarily covers the central regions. Recently, scientists at the University of Helsinki published the results of a study that indicates that the cause of the non-standard structure of the brain of dyslexics may be a mutation of the DYXC1 gene. However, as experience shows, proper training at an early stage of a child’s development can completely rebuild the brain, eliminating the malfunction. With timely training, children suffering from dyslexia will soon catch up or even surpass their peers in their studies. This does not mean at all that those teenagers who did not seek help in time and still cannot read are hopeless. It’s just that other techniques are used for them, which are designed to compensate for phonemic incoherence at the expense of other parts of the brain. There are no miracles here. Children who have congenital differences have to work hard in order to achieve positive results. However, it's worth it. They learn not only to read or write, but also to persistently pursue their goal, and, as you know, persistence is the key to success

It would seem how there can be any talk about advantages if dyslexia itself is, at least insignificant, but still a disorder. However, according to Ronald D. Davis, dyslexia is a unique gift, and it is not given to everyone. The mental function that is the cause of genius is also the cause of all the above problems. Of course, having dyslexia will not make every dyslexic a genius, but to increase his self-esteem, you can notice that the brain of such a child works in the same way as the brain of great geniuses. Not all children with dyslexia develop the same talent, but they all have certain mental abilities.

They can use the brain's ability to change and create perceptions;

Highly aware of their surroundings;

More curious than others;

They think mainly in images, not words;

Highly developed intuition and insight;

They think and perceive in a multidimensional way, using all their senses;

Can you pass this simple dyslexia test?

Dyslexia, or a learning disability that can cause problems with reading, writing and spelling, affects almost one in ten people on earth.

Moreover, all of the above problems are absolutely not related to a person’s mental abilities. After all, people with dyslexia often have good abilities in other areas, such as creative thinking and problem solving.

Check if you have dyslexia with this simple test:

Methods for early detection of dyslexia

Dyslexia is a developmental disorder that manifests itself as a child's inability to learn to read and write. Early identification of this disorder can help children reach their full potential. Dyslexia is a chronic neurological disorder characterized by a child's learning disability. Children with dyslexia have great difficulty learning to read and write, despite normal or even high level intelligence.

Dyslexia affects an individual's ability to recognize words (and sometimes numbers) in written form. People with this condition have difficulty identifying and arranging speech sounds (phonemes), as well as whole words in the correct order when reading or writing. You will learn which treatment to choose for this disease in the article on the topic “Methods for early detection of dyslexia.”

There is no consensus regarding the nature of dyslexia. Most experts believe that the condition develops due to specific brain abnormalities, the causes of which are unknown. It is assumed that there is a disruption in the interaction between the right and left hemispheres of the brain, and dyslexia is also believed to be a left hemisphere problem. The consequence is dysfunction of areas of the brain associated with speech understanding (Wernicke's area) and speech production (Broca's area). There has been a tendency towards hereditary transmission of the disease and a clear genetic connection - dyslexia is often observed in members of the same family. Dyslexia is a multifaceted problem. Although all dyslexics have difficulty acquiring reading and writing skills (which are usually unrelated to their overall intellectual level), many may also have other difficulties. Characteristic features are:

difficulties with the arrangement of sounds in a word;
inability to remember the names of letters, numbers and colors;
inability to distinguish sounds or rhyming words;
confusion of letters and words with a similar structure: for example, “i” is confused with “n”, “s” becomes “o”, and “sh” - “sch”.
clumsiness and lack of coordination;
inability to distinguish between “left” and “right”;
decreased attention and concentration;
emotional lability;
disorganization;
inability to plan, lack of understanding of the concepts of “tomorrow”, “today” and “yesterday”;
problems in mastering basic mathematical knowledge.

Although dyslexia is born with dyslexia, difficulties arise from the beginning of education, when affected children first encounter written language - it is at this time that the problem is identified. However, the disorder can be suspected earlier - in before school age, with delay speech development, especially in families where there were cases of this disease.

Starting school for children with dyslexia brings with it incredible challenges; they may try very hard and spend more time studying than their peers, but in vain. Untreated dyslexics lack essential skills; Even realizing that they are performing the task incorrectly, they are not able to correct the mistakes. Children become frustrated, bored and have difficulty concentrating. They may avoid doing homework, because they are sure that they will not be able to do it correctly. Failure at school often undermines self-confidence, which can lead to further isolation for these children. Angry, frustrated and misunderstood, the child begins to misbehave both at school and at home. If dyslexia is not recognized early, the condition can have a devastating impact not only on school performance, but also on other areas of life. Parents, teachers and other people around the child often fail to identify the problem and fall into the trap of “myths about dyslexia.” There are several common myths, or misconceptions, about dyslexia:

dyslexics are “stupid” - children with any level of intelligence can suffer from the disease;
dyslexics are "lazy", they make "stupid mistakes", they are "sloppy" or "don't try hard enough" - processing information is extremely difficult for dyslexics;
dyslexics lack talent;
dyslexics are indifferent;
Dyslexics are doomed to dead-end jobs - if the problem is identified and effective treatment is given, there is no barrier to choosing any profession from a wide range of options.

Cultivating such myths only delays early diagnosis of the disease, which only aggravates the situation. Since the nature of dyslexia is very diverse, the incidence of this disease is not reliably known. In European countries, the prevalence of dyslexia is thought to be around 5%. Boys are more likely to have dyslexia than girls by a ratio of three to one. A diagnosis of dyslexia can be made after a series of tests. Early detection of the condition, as well as the implementation of special training programs can help general development sick children. Slow development of a child, even in the case of targeted efforts to eliminate the gap in any area, requires an examination for dyslexia (or other types of learning difficulties). This assessment is especially important if an intelligent child is making good progress in speaking.

Any diligent child who has difficulty reading, writing, or doing arithmetic, or who is unable to follow instructions or remember what is said, should be evaluated. Dyslexia is associated not only with problems in singing, so the child should be examined not only from these positions, but also from the point of view of his speech skills, level of intelligence and physical development (hearing, vision and psychomotor skills).

Tests to detect dyslexia

Physical tests are rarely used to diagnose dyslexia, but they can rule out other likely causes of a child's problems, such as undiagnosed epilepsy. Social-emotional or behavioral tests are often used to plan and evaluate the effectiveness of treatment. A reading assessment is designed to identify patterns in a child's errors. The test includes word recognition and analysis; fluency, accuracy and level of word recognition in the proposed text fragment; written comprehension and listening tests. The child’s understanding of the meaning of words and comprehension of the reading process; Diagnosis of dyslexia should also include assessment of reasoning and inference abilities.

Recognition skills are assessed by testing the child's ability to name sounds, divide words into syllables, and combine sounds into meaningful words. Language skills describe a child's ability to understand and use language. An assessment of “intelligence” (tests for cognitive abilities - memory, attention and drawing up inferences) is necessary to make an accurate diagnosis. The examination also includes a consultation with a psychologist, since behavioral problems can complicate the course of dyslexia. Although dyslexia by its nature is a disease, its identification and treatment is rather an educational problem. Parents may have their own suspicions, but identifying children with learning difficulties is easier for teachers. Any child who is not performing well in school should be assessed to determine his or her educational needs. Educational institutions should be guided by a clear, legally established set of recommendations in relation to children with learning difficulties. This will enable schools to take responsibility for the special education of children with learning difficulties. One of the main tasks seems to be the early identification and examination of such children, which should help to unlock their potential.

Special training programs

Parents, educators, teachers and health care managers take part in identifying any diagnostic sign that will require examination of the child. Every school should have a Special Educational Needs Coordinator who conducts school-based assessments of children with learning difficulties. It may also take into account information received from other specialists, including school psychologist and a local pediatrician or health visitor. The result of the survey is the characteristics of strong and weaknesses child development, which will allow you to create an individual education plan. For most children, both the examination and the development of an individual plan can be carried out at school, without the need to remove the child from the main class. Few children have special needs that cannot be met through school resources. In such cases, the child’s education is transferred to a specialized institution.

The purpose of diagnosis is not treatment as such, but the development of a specialized training program. The cause of the disease is unknown in most cases, so there is no drug therapy. Children with dyslexia require a flexible approach to learning and implementation of methods such as:

direct training in sound skills (recognizing sounds and determining their order within words), as well as decoding words and analyzing them;
assistance with language and literacy skills;
assistance in organizing and coordinating written language;
assistance in using different types of communication.

People with dyslexia learn to adapt to their condition to a greater or lesser extent depending on their personality and the support they receive at home and at school. Although dyslexia is a lifelong problem, many dyslexics achieve functional reading skills and sometimes achieve full literacy. With early recognition and the necessary additional training, dyslexics can learn to read and write at the same level as their peers, but these skills will still be difficult for them. Any delay in diagnosis hinders the child’s adequate development and reduces the likelihood of him becoming a full-fledged member of society in the long term. Now you know what a technique for early detection of dyslexia can be.

Dyslexia - what is it in children. Causes, correction and treatment of dyslexia with exercises with a speech therapist

If a child’s mental functions are impaired or exposed to pathogenic influences, it is possible that problems arise when learning to read in preschool or school age. This pathological process is called dyslexia and occurs more often in boys. The task of adults is to eliminate the characteristic illness and prevent its recurrence.

What is dyslexia

If your child is having trouble reading, a disorder may be developing. Dyslexia is the difficulty of mastering the skill of reproducing, understanding and comprehending information that has been read or is about to be read. The problem arises in the graduating group kindergarten or first grade, when the child is learning to read. He is called dyslexic. Adults notice such violations and should not ignore them. Deviations in mental development are not observed with this disease, but the health problem is obvious.

If you are wondering what a dyslexic is, it is a child or adult who has a predominant reading problem. He cannot reproduce information, does not remember it, often confuses individual sounds and letters, loses the meaning of words, does not understand their meaning and is not able to organize them in his mind. logical chain when retelling the content read. More often, the phonemic form of the disease predominates, which precisely covers the indicated symptoms.

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Dyslexia in adults

The disease rarely develops at an older age; more often it is an ailment of schoolchildren. If dyslexia predominates in adults, the patient experiences difficulties in perceiving written and auditory information. In addition, the person is absent-minded, inattentive, and has problems with diction and reproducing numbers. He knows all the letters, but a dyslexic has trouble putting them together into syllables, words, sentences and phrases. This disease is best treated in younger age, because with age it is much more difficult, even impossible, to do this.

Dyslexia in children

To determine the disease, parents must engage in the development of their offspring. They need to know what dyslexia is in children in order to promptly recognize the first signs of a characteristic illness. The pathology manifests itself in isolation or is complemented by writing problems (dysgraphia). Such children are clumsy, have an unsteady gait and absent-mindedness, do not orient themselves in space and are difficult to learn verbally. Such patients require a separate approach; immediate consultation with a speech therapist and psychologist is indicated.

Causes of dyslexia

Before eliminating the problem, it is important to understand it. Dyslexia and dysgraphia have a genetic predisposition, and the pathological process can begin in the prenatal period. With this disease, certain areas of the brain are not fully developed or are damaged under the influence of pathogenic factors. The main cause of dyslexia is determined by a speech therapist, and the prerequisites for the course of the pathological process are as follows:

brain injuries;
toxic damage to the central nervous system in the prenatal period;
viral and infectious diseases during pregnancy;
fetal asphyxia;
premature birth;
early placental abruption;
umbilical cord entanglement;
pathological childbirth;
speech development deficit;
social and household factor.

Dyslexia - symptoms

Before talking about symptoms, it is necessary to study the forms of dyslexia. Signs of a characteristic disease depend on the characteristics of the clinical picture. The disease can be identified not only by reading impairment, but also by the patient’s behavior and adaptation to modern society. If dyslexia predominates in a child’s body, the symptoms are as follows:

The acoustic form of the disease: difficulty reproducing similar-sounding letters, skipping or rearranging sounds, inattention, poor memory, lack of concentration in life and absent-mindedness.
Optical: it is difficult for a little genius to reproduce individual letters that are similar in their writing; it is even more difficult to understand what is being said in the content of the information read, and to reproduce new information.
Phonemic dyslexia: frequent dysgraphic errors, rearrangement of letters in a word with further loss of semantic meaning, lack of perception when reading individual characters.
Semantic form of the disease: inability to perceive and remember a read text, difficulty in sound analysis, poor memory, low performance at school, disinterest in learning.
Agrammatic dyslexia: difficulties in reproducing endings and coordinating individual phrases and sentences. This raises obvious problems with reading comprehension at any age.

Dyslexia - treatment

If you manage to identify the disease in a timely manner, you need to contact a speech therapist for professional help. IN childhood Dyslexia is easy to treat - what is it, what are the basics of home therapy, a specialist in a specific area will tell you clinical picture. A speech therapist and parents should work with the patient at the same time and offer visual aids to facilitate the reproduction of the information received. If dyslexia is diagnosed, treatment in children has the following features:

correction of sound pronunciation defects (for the phonemic form of the disease);
a method of demonstrating pictures containing the information read (for the optical form of the disease);
learning patterns to develop spatial understanding;
consultation with a psychologist to eliminate the root cause;
classic Davis technique.