Isolated or circumscribed L.es- R.real writingsweakness, dyslexia, dyslexia, dyslexia, L.es- R.real writingsdisorder, LRS, L.es- R.real writing S.weakness, L.es- R.real writing S.disorder, partial impairment, partial impairment
Dyslexia, dyslexi.
In contrast to the other learning content, dyslexia is understood to mean poor performance in reading, writing and spelling; other school areas have this partial performance weakness Not (only secondary) affected. Classic dyslexics have a normal to above-average intelligence. This intelligence is in contrast to the performance in the sub-areas of reading, writing and spelling.
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Again and again it is difficult to distinguish classic dyslexia from reading and writing difficulties (LRS). Symptomatically, they are sometimes very similar. One of the main distinguishing features is the discrepancy between intelligence and performance in the areas mentioned. It is also noticeable that other school areas are not affected by this problem. A “classic dyslexic” is therefore capable of performing well in other subjects, such as mathematics.
It is important for the success of a therapy that symptoms of dyslexia are recognized early and a dyslexia diagnosis is made as soon as possible. In the context of diagnostics, it must always be ensured that its test procedures provide initial indications of the areas to be funded (= funding diagnostics).
The symptoms of abnormal reading, writing and spelling skills are varied. General errors are usually analyzed and assigned to the respective problem areas, which are then specifically addressed and trained in the course of therapy.
It should not be disregarded, however, that the problem areas in the area of reading and spelling are also, and sometimes even particularly, reflected in child behavior. The extent to which the symptoms appear in the individual children always depends on the child's psyche and strength.
A distinction can be made between:
Primary manifestations manifest themselves primarily in the child's performance in reading and (spelling). Each individual “discipline” can be viewed from different angles.
For example it depends on the Reading ability (formal aspect), the reading speed and the Number of errors on, but also on Types of errors (qualitative aspect), reading comprehension (content aspect), as well as the Stress and phrasing (aesthetic aspect) are indispensable when evaluating reading performance.
It is similar with writing. The content aspect can be seen in the written expression of a child.
The primary manifestations also include the Error systemwhose typology is handled differently.
Defects sorted by appearance (phenomenological error typology; descriptive (= descriptive) error grouping)
Incorrectly integrated errors (pragmatic, functional genetic error typology)
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$config[ads_text3] not foundSecondary manifestations include all reactions of the child to reading and spelling weaknesses / dyslexia and thus all reactions to the primary manifestations described above. This primarily affects the child's psychological state, but also their behavior.
Studies that examined the development of children with reading and writing difficulties or dyslexia (partial performance weakness) over the years describe three different developmental courses.
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The third aspect is briefly discussed here. Here, in turn, different courses can be determined. The background to this severe mental disorder is usually the frustration that develops over time. As a rule, children enjoy going to school and are willing and motivated to learn. Due to constant failure, however, a vicious circle gradually develops from which the child actually wants to escape. This breakout attempt can take place in different ways. On the one hand, there are children who seek help within themselves, that is, try to protect themselves by shielding themselves from the outside world.Here it becomes clear that outsiders have an important role to play. Constant motivation and encouragement is required, not: scolding and making fun of mistakes!
Children try to escape from the vicious circle using different mechanisms:
Children who react more actively to these failures are also more noticeable in the social environment. The children defend themselves with all their might against the pressure that the environment exerts on them. The permanent ones Experiences of failure are not accepted by the child. In order to get the necessary attention, it occurs as a class felon or something similar. in appearance. Those children often do not notice that this attention is then not paired with social recognition, but rather that this behavior is more like one Outsider position developed. A differentiation to the symptoms of ADD / ADHD can be difficult in many cases.
Either way the children try to compensate for their failures. Breaking out of this vicious circle, which continues to intensify, is usually only possible with outside help. Even in the case of a “diagnosed” giftedness, permanent experiences of failure can have permanent consequences. In these cases, it is often not believed that a gifted child is capable of “classic” dyslexia. Such a child is then often subject to comments such as: “You have to know that!”, “That can't work!” etc .. This in turn frustrates the child immensely, so that self-doubts are not uncommon and an undiagnosed dyslexia in the sense of a partial performance weakness even if one is present Giftedness can lead to school disinclination and frustration.
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