Dyslexia does not have to be a disaster


Dyslexia – what is it??

Dyslexics are persons who have above average difficulties in learning reading and / or written language.

Sometimes the sufferers not only have great problems writing, but also aversion to reading. All these problems fall under the generic term dyslexia.

Problems reading or writing?

During school, dyslexia affects almost all school subjects, as reading and writing are central to all subjects. Affected children need support.

It is important that especially parents of children with dyslexia have enough information about what they and the school can do.

Basic dyslexia information

Dyslexia is a resistant language developmental disorder whose main feature is a pronounced impairment of reading and writing ability. With accurate diagnostics, a clear learning strategy and a sensitive teaching style, dyslexics can overcome their difficulties step by step.

The causes of dyslexia are multifactorial, different conditions may play a role.

Possible causes of dyslexia

  • genetic requirements
  • Development of precursor abilities such as phonological awareness and naming speed
  • the language development of a child
  • the hearing processing
  • the vision processing
  • the attention
  • the social role of a child in school and in the family
  • the quality of the educational offer
  • the teaching skills of the teacher
  • the more or less stimulating learning environment at home
Dyslexia – a challenge

When I recently waited for my appointment at the barber, sat next to me a 9 or 10 year old girl, who took his time with the Painting a beautiful summer picture distribution. Within a quarter of an hour, it created a multi-colored and detailed meadow painting, on which shone the most dazzling fantasy flowers with brightly colored or flowered Easter eggs.

Above all, there was a laughing sun. It was really beautiful and radiated enormous joie de vivre! Finally, the child scrupulously labeled his work of art, which was meant to be a gift to Papa, with the following text: “Liber Paba, I have painted this Bilt for you to the Geburstak. I wish all these good and have you lib. Your Sarah”

This kid was having fun, despite dyslexia

As a longtime and experienced learning therapist, of course, I could not help but the many mistakes and loud spellings of the words as Signs of dyslexia to interpret.

But what really impressed me was the fun that Self-evident and self-confidence, with which the girl scrupulously labeled his picture. Dyslexics develop because of the many failures very often a great reluctance to write and avoid >

The fact that this child obviously had fun not only in painting but also in writing was clearly visible. A sign for one positive treatment of school and parents with the partial power failure.

I have not often seen anything like that, because unfortunately this joy in written language is quickly taken away from many dyslexics.

Without good support affected children often develop blockages

Although the partial performance disorder has been known for over 100 years, affected children and their parents are far too often with the Coping with the problem left alone. Anyone who has an affected child knows how to sing a song, because the difficulties that occur are manifold.

Often the partial performance disorder is recognized late and then not qualified, the children suffer from the pressure to perform in school and develop learning blocks. Their parents are worried and feel helpless, they groan right under the cost pressure of an extracurricular learning therapy.

The possibilities of reimbursement are often not known and are not communicated by the responsible authorities. Despite a good intelligence, the way to a high school diploma for a dyslexic is enormously difficult.

All information is valuable

Since I myself have been working with dyslexics and their parents for over 20 years, I know the possible causes of suffering very well. On my website www.lernfoerderung.de I therefore take all relevant Aspects of partial performance failure in order to support affected children and their parents as well as possible and to protect them from negative experiences.

Depending on the severity of dyslexia, patient parents and experienced teachers can be very helpful in helping to improve the quality of life school career of the child is not endangered and it can develop according to its facilities. But that’s not always enough. There are many dyslexics who have one Learning Therapy need to get their speech developmental disability under control.

We answer your questions about dyslexia
  • How do I know if my child is possibly a dyslexic??
  • Which exercises help my child?
  • How do we design the homework so that there is no learning stress?
  • What rights does a dyslexic student have at school??
  • What does disadvantage compensation mean?
  • What are the individual provisions in the federal states??
  • When is extracurricular learning therapy necessary??
  • What should I look for when working with the school??
  • Who will pay for the cost of a learning therapy??
  • Where can I find contact points for affected families??

You can find answers to these questions at www.lernfoerderung.de. If your questions are not clarified, you can also send me an email to [email protected]

Patience and good promotion

A reading spelling weakness or dyslexia is no disaster And with the necessary support, it does not have to lead to major school problems. Most of the time, however, they are a burden.

Alone the additional practicing, the Discrepancy to the written language peer and the constant worry that the affected child could be disadvantaged by this burden many families very much. In addition, there is the financial outlay, if an extracurricular learning therapy is necessary and the costs are not taken over.

Please do not let these difficulties disturb you! You only help your child if you support it with patience and attention. A long breath can not hurt, and ultimately pays off almost always.

Dyslexia: The many faces of partial performance weakness

The proportion of children with reading-spelling problems in German school classes is given as 4% to 10% of the students, depending on the source. The large margin can be explained by the fact that the problem is subdivided into different degrees of severity.

On the basis of standardized test procedures it is determined whether it is

  • a reading-spelling weakness (slight form),
  • a reading spelling error (more intense form) or to
  • a dyslexia (severe form) acts. Often, also, laziness and reading and writing disorders are used synonymously.

It is either a combination of reading and writing, or isolated difficulties, either reading or writing. Outside of Germany, the name dyslexia is rarely used, here synonymous dyslexia is used, which has also agreed to the world’s science.

Children with dyslexia need more time

Dyslexia Information: Children with partial performance disorders take much longer than their classmates to understand and apply the basic knowledge of the subject, but this time is not provided for in the curriculum.

Dyslexics require a lot of discipline and a high concentration effort in order to build on the learning success of the others.

Mostly, they are quickly overwhelmed and reach their limits. On each school day, they miss important learning content, which eventually adds up to large gaps in knowledge due to their heavy concentration, which is eventually exhausted.

Dyslexics are not learning weak

This quickly looks as if these children would be overwhelmed by the learning material, while they have just reached the limits of their resources. They simply need more energy and stamina than their classmates to deliver the same benefits.

Only through a constructive cooperation between parents and teachers, understanding of the difficulties, tasks to be mastered and meaningful support can the children be helped step by step. It can not be the same requirements as the classmates, but it must be the individual learning gain, measured by the respective options, assessed and evaluated.

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Christina Cherry
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