How does dyslexia affect daily life beyond reading and writing. What strategies can help couples manage dyslexia-related challenges. How can partners support each other when one has dyslexia. What are common misconceptions about dyslexia in relationships. How does dyslexia impact household management and organization.

Understanding Dyslexia’s Broader Impact on Daily Life

Dyslexia is often misunderstood as a condition that solely affects reading and writing abilities. However, its impact extends far beyond these areas, influencing various aspects of daily life. For individuals in relationships with dyslexic partners, recognizing and adapting to these challenges is crucial for maintaining a harmonious and supportive partnership.

Dyslexia can affect:

• Memory
• Organization skills
• Time management
• Concentration
• Multitasking abilities
• Communication

These diverse effects can lead to confusion and frustration in relationships, especially when managing household responsibilities and family life together. Understanding the full spectrum of dyslexia’s impact is the first step towards developing effective coping strategies and fostering a supportive environment.

Effective Strategies for Managing Daily Challenges

Living with a dyslexic partner requires adaptation and understanding from both individuals. Implementing practical strategies can significantly improve daily life and reduce stress for both partners.

Memory and Organization

Do dyslexic individuals struggle with remembering appointments or managing time effectively? Often, yes. To address this:

• Set up mobile phone reminders for important dates and appointments
• Use a prominently displayed calendar
• Request text reminders from healthcare providers for appointments

Managing Clutter

Can untidiness be overwhelming for the non-dyslexic partner? It certainly can. A practical solution is to:

• Agree on designated storage spaces where the dyslexic partner can keep their belongings out of sight but easily accessible

Dealing with Fatigue

Dyslexic individuals often exert more effort in daily tasks, leading to increased fatigue. This exhaustion can exacerbate dyslexic symptoms. Partners should:

• Be aware that symptoms may be more pronounced when the dyslexic partner is tired
• Practice patience and understanding during these times

Navigating Reading and Writing Challenges Together

Reading and writing tasks can be particularly challenging for dyslexic individuals. This often results in the non-dyslexic partner taking on more administrative responsibilities in the household. To balance this:

• Offer to proofread important documents for your dyslexic partner
• Share household tasks based on each partner’s strengths
• Explore assistive technologies for reading and writing

Are there ways to make reading easier for dyslexic individuals? Indeed, there are several strategies:

• Change screen background colors to reduce visual stress
• Use dyslexia-friendly fonts
• Increase font size for better readability
• Print text instead of reading from screens when possible

Supporting Self-Esteem and Emotional Well-being

Dyslexia can significantly impact an individual’s self-esteem, often due to past experiences with misconceptions and lack of support. As a partner, you can play a crucial role in boosting your dyslexic partner’s confidence:

• Regularly reassure your partner of their strengths and abilities
• Make an effort to understand their perspective rather than expecting them to conform to conventional ways of thinking
• Celebrate their unique talents and contributions to the relationship

How can partners create a supportive environment? By fostering open communication, practicing empathy, and focusing on the dyslexic partner’s strengths rather than their challenges.

Improving Communication and Information Processing

Dyslexic individuals may struggle with processing large amounts of information at once. To enhance communication and information sharing:

• Break down complex instructions or directions into smaller, manageable chunks
• Ask one question at a time to avoid overwhelming your partner
• Consider using visual aids like maps or numbered lists to help with information retention

Is there a best way to convey information to a dyslexic partner? Yes, using a combination of verbal and visual cues can be highly effective. For instance, drawing a simple map while explaining directions can reinforce the information and make it easier to remember.

Mastering Time Management and Punctuality

Time management can be a significant challenge for dyslexic individuals due to difficulties with short-term memory and concentration. This can lead to frequent tardiness and missed appointments. To address these issues:

• Encourage the use of smartphone reminders and alarms
• Set watches slightly fast to provide a time buffer
• Use digital calendars with automatic reminders
• Allow extra time when planning to be somewhere together

How can couples prevent time-related stress? By openly discussing time management challenges and collaboratively developing strategies that work for both partners, such as setting earlier departure times or using shared digital calendars.

Overcoming Directional Challenges and Navigation

Many dyslexic individuals struggle with spatial awareness and direction, which can lead to anxiety about traveling to unfamiliar places. To help navigate this challenge:

• Utilize technology such as GPS apps on smartphones
• When giving verbal directions, avoid using “left” and “right” – instead, use landmarks or visual cues
• Practice routes together before important trips

Can technology significantly improve navigation for dyslexic individuals? Absolutely. GPS apps and navigation systems can provide real-time guidance, reducing stress and improving confidence when traveling to new locations.

Adapting to Changes in Routine

While routines can be helpful coping mechanisms for dyslexic individuals, they can also make it challenging to adapt to unexpected changes. To help manage disruptions:

• Plan ahead for known changes in routine
• Use smartphone reminders to reinforce new schedules or appointments
• Break down new routines into smaller, manageable steps

How can partners support each other during routine changes? By communicating clearly about upcoming changes, working together to create new routines, and being patient during the adjustment period.

Navigating Social Situations and Relationships

Social interactions can sometimes be challenging for dyslexic individuals, particularly in unfamiliar settings or large groups. To support your partner in social situations:

• Discuss potential challenges before social events
• Agree on subtle signals to use if your partner needs support or a break
• Be prepared to assist with introductions or conversations if needed
• Plan quieter activities or smaller gatherings when possible

How can couples maintain a healthy social life while accommodating dyslexia-related challenges? By openly communicating about comfort levels, choosing social activities that suit both partners, and developing strategies to navigate challenging situations together.

Building a Support Network

Creating a supportive environment extends beyond the immediate partnership. Consider:

• Connecting with other couples who have similar experiences
• Joining support groups for partners of dyslexic individuals
• Educating friends and family about dyslexia to foster understanding

Can building a support network improve the relationship? Definitely. Sharing experiences with others who understand the challenges can provide valuable insights, emotional support, and practical advice for both partners.

Leveraging Strengths and Embracing Neurodiversity

While living with dyslexia presents challenges, it’s essential to recognize and celebrate the unique strengths that often accompany this neurodiversity. Many dyslexic individuals excel in areas such as:

• Creative thinking and problem-solving
• Visual and spatial reasoning
• Entrepreneurship and innovation
• Empathy and emotional intelligence

How can partners harness these strengths in their relationship? By actively identifying and appreciating each other’s unique abilities, couples can create a more balanced and fulfilling partnership. For example, a dyslexic partner’s creative problem-solving skills might complement the non-dyslexic partner’s organizational abilities.

Fostering Mutual Growth and Understanding

Living with a dyslexic partner offers opportunities for both individuals to grow and learn. Consider:

• Educating yourselves together about dyslexia and its impacts
• Attending workshops or seminars on neurodiversity in relationships
• Practicing active listening and empathy in daily interactions
• Regularly discussing and adjusting strategies as needs change

Can the challenges of dyslexia strengthen a relationship? Indeed, they can. By working together to overcome obstacles, couples often develop stronger communication skills, deeper empathy, and a more resilient partnership.

Exploring Assistive Technologies and Resources

Advancements in technology have provided numerous tools to support individuals with dyslexia. Exploring these resources together can be beneficial:

• Text-to-speech and speech-to-text software
• Spell-check and grammar correction tools
• Mind-mapping software for organization and planning
• Audiobook platforms for easier access to literature

How can couples incorporate assistive technologies into their daily lives? By researching options together, testing different tools, and integrating the most helpful ones into their routines. This collaborative approach can lead to improved efficiency and reduced stress for both partners.

Seeking Professional Support

In some cases, professional guidance can be invaluable. Consider:

• Couples counseling with a therapist experienced in neurodiversity
• Occupational therapy for practical life skills
• Career counseling to leverage strengths in the workplace

When should couples consider seeking professional help? If dyslexia-related challenges are causing significant stress or conflict in the relationship, professional support can provide targeted strategies and a neutral perspective to help navigate these issues.

Cultivating Patience and Celebrating Progress

Adapting to life with a dyslexic partner is an ongoing process that requires patience, understanding, and a commitment to growth. It’s important to:

• Acknowledge and celebrate small victories and improvements
• Practice self-compassion and extend the same to your partner
• Regularly reassess and adjust strategies as needed
• Maintain open communication about challenges and successes

How can couples maintain a positive outlook while addressing ongoing challenges? By focusing on progress rather than perfection, celebrating each other’s efforts, and maintaining a sense of humor and perspective when facing difficulties.

Building a Stronger Partnership Through Adversity

While living with dyslexia can present unique challenges in a relationship, it also offers opportunities for growth, deeper understanding, and stronger bonds. By working together to navigate these challenges, couples often find that they develop:

• Enhanced communication skills
• Greater empathy and patience
• Increased problem-solving abilities
• A deeper appreciation for each other’s strengths

Can the experience of supporting a dyslexic partner lead to personal growth? Absolutely. Many partners of dyslexic individuals report developing greater patience, adaptability, and a broader perspective on neurodiversity and individual differences.

Embracing the Journey of Neurodiversity in Relationships

Living with a dyslexic partner is a unique journey that requires patience, understanding, and adaptability. By implementing practical strategies, fostering open communication, and celebrating each other’s strengths, couples can build a resilient and fulfilling relationship. Remember that every partnership is unique, and what works for one couple may not work for another. The key is to approach challenges together, remain flexible, and continue learning and growing as individuals and as a couple.

Are there resources available for couples navigating dyslexia in their relationship? Yes, numerous organizations offer support, information, and resources for individuals with dyslexia and their partners. These can include online forums, local support groups, and educational materials tailored to adult dyslexia and relationships.

By embracing the challenges and opportunities that come with neurodiversity, couples can create a strong, supportive partnership that celebrates their unique strengths and fosters mutual growth and understanding. With patience, creativity, and a commitment to working together, living with a dyslexic partner can be a rewarding and enriching experience that strengthens the bond between partners and leads to a deeper, more empathetic relationship.

Living with a dyslexic partner

There is a common misconception that dyslexia only affects the ability to read and write. In reality, dyslexia can affect memory, organisation, time-keeping, concentration, multi-tasking and communication. All impact on everyday life.

If you’re in a relationship with someone whose brain works differently to yours it can be confusing and frustrating. Especially if you have the responsibility of running a household and family together.

There are some strategies that may help:

You partner may find it difficult to remember appointments or meetings, or to judge how long a particular task will take (some dyslexic individuals do use effective strategies and are highly organised).

• Set mobile phone reminders for important dates or appointments, or use a calendar in a prominent place
• Ask the doctor, dentist or hospital to send mobile phone text reminders for appointments
• If you find their untidiness overwhelming. They can help by agreeing to put their stuff behind closed doors (e.g. in cupboards/drawers) in such a way that they can still ‘lay hands’ on it, but you can’t see it

Tiredness

Dyslexic people have to work harder than others, and often work extra hours, to overcome daily challenges. When they are tired their dyslexic ‘symptoms’ can be more pronounced as they don’t have the energy to employ their usual coping strategies.

• Be aware that your partner’s dyslexic ‘symptoms’ may be more obvious when they are tired, and try to be patient

Reading and/or writing

Your partner may rely on you to proofread things they have written, or avoid writing as much as possible. Tasks that involve reading or writing can also be tricky such as: making a shopping list, taking a telephone message or buying all the items on a shopping list.

These difficulties often mean that the non-dyslexic partner takes on more of the household and school administrative duties.

Some dyslexic people experience a visual stress effect when reading, especially if there is glare from black print and a bright white background. This can make the words unclear, distorted or appear to move and can be very tiring.

• Change the background colour of the screen, use a dyslexia-friendly font, or a larger print
• Try printing the page rather than reading directly from a screen
• Work to your strengths, so if the non-dyslexic partner is taking on more of the ‘administrative duties’ make sure that other tasks are shared

Self-esteem

Many people with dyslexia have struggled with other people’s misconceptions at some point. They might be apprehensive about revealing that they are dyslexic and if they haven’t been well-supported during education or in the workplace, they may have been left feeling ‘stupid’ or embarrassed by their dyslexia.

• Reassure your partner and remind them of all their strengths. Make the effort to see things through your partner’s eyes rather than expecting them to conform to your way of thinking

Information

Too much information, such as a list of instructions or directions, will be hard for the dyslexic brain to process and remember.

• Ask one question at a time, or break information like directions down into smaller chunks (e.g. 1 or 2 at a time). You could also try drawing a map, or writing a numbered list to help your partner remember information

Time-keeping

Poor short-term memory and concentration can mean that your partner is easily distracted. They may spend time every morning looking for their misplaced keys or phone, which can make it difficult to leave the house on time. Dyslexic people who find reading text really difficult won’t be able to rely on prompts and reminders such as calendars and ‘to do’ lists, but for other dyslexic individuals these may be effective strategies.

• Some dyslexic people set their watches fast to give them a better chance of being on time, and put reminders on their phone or computer. If you have to be somewhere together at a certain time, then factor in this difficulty and allow extra time.

Sense of direction

Dyslexic people can struggle with direction: they may often get lost or feel nervous about going to unfamiliar places. They may also find ‘left’ or ‘right’ instructions difficult to follow, or give.

• Technology is a great support for a poor sense of direction. Many phones have a free map app, or try using a SatNav
• If giving verbal instructions don’t use ‘left’ or ‘right’ instructions, try verbal hints such as ‘follow the yellow car’, or indicate with your hand which way to turn

Daily routines

A set routine can be a good coping strategy. However, a reliance on routine can mean that it’s difficult to adapt when that routine is interrupted.

• Be aware that a change of routine may have a knock-on effect to the rest of the day, and plan ahead. For example, you can set reminders on your phone for times and places of appointments, and what you need to take with you

Social situations

Your partner may be reserved because they are worried about saying the wrong thing in a social situation, or be very extrovert and put their foot in it. If social situations require reading (like a menu) or writing, some dyslexic individuals may find this awkward and may not always want to say why.

• If possible, try to be open about being dyslexic. There is greater awareness these days and most people have an idea of what dyslexia is, even if only a narrow understanding. If not, then it may be a good topic of conversation

Concentration

Your partner may find it really hard to process different stimuli at the same time so, for example, having a conversation with the TV on may make it difficult for your partner to really focus on what is being said.

• If you want your partner to focus on something, try to remove any distractions such as a radio or television. Choose a time when your partner isn’t absorbed in another task, like cooking or working on the computer

Self expression

Some dyslexic people find that their mind races, and they struggle to find the right words to express themselves or to verbally keep up with the speed of their thoughts. Conversely, they often know the answer but need time to retrieve it from their memory.

• A pause during conversations doesn’t necessarily mean your partner isn’t listening (although they may not be!). They may just need more time to process what has been said and to think about what they want to say. Be prepared to give your partner ‘thinking time’

Memory

Dyslexia can affect short term memory, so your partner may forget a conversation, a task they have promised to do, or important dates. They may also struggle to remember the names of people they have met or how to get to places they have visited before.

• Try verbal reminders, calendars, a whiteboard that you can write a ‘to do’ list or ‘don’t forget’ list on each day. Encourage your partner to get into the habit of using the calendars and reminders on their phone or computer

Good days and bad days

You may find that some days your partner’s dyslexic difficulties will be more pronounced than others.

• If you are aware that this can happen, and it’s out of your partner’s control then this understanding can make it less frustrating. Encourage your partner to let you know if they are having a ‘bad’ day

Remember – one way of thinking isn’t better than another. A dyslexic mindset can bring a completely different understanding to a problem or situation, so it’s really important to respect each other’s views and ways of working.

Directional Confusion May Be a Sign of Dyslexia

Most children look forward to learning to read and do so quickly. For children with dyslexia, however, the experience is very different. For them, reading, which seems to come effortlessly for everyone else, appears to be beyond their grasp.

The process whereby they learn to transform what are essentially abstract squiggles on a page into meaningful letters, then sounds, then words, and then entire sentences and paragraphs, seems to be an impossible task.

They grow frustrated and disappointed. Teachers wonder what they or the child might be doing wrong, often misdiagnosing the problem or getting bad advice. Parents question themselves, feeling alternately guilty and angry.

According to author Sally Shaywitz, dyslexia affects one out of every five children ― ten million in America alone. In every neighborhood and every classroom worldwide, children are struggling to read. For many affected children, dyslexia has extinguished the joys of childhood.
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Directional confusion – a common symptom

Directional confusion is a common symptom of dyslexia and may take several forms, from being uncertain of which is left and right to being unable to read a map accurately. Directional confusion affects other concepts such as up and down, top and bottom, compass directions, keeping one’s place when playing games, being able to copy the gym teacher’s movements when he is facing you, and so on.

As many as eight out of ten severely dyslexic children have directional confusion. The percentage is lower for those with a mild condition.

Directional confusion comes in the following forms:

• Left–right confusion:
o   A child should know their left and right by the age of five and be able to distinguish someone else’s by the age of seven.
o   Dyslexics often have to use whatever tricks their mother or teacher taught them to tell left from right, even into adulthood.
o   A common saying in households with dyslexic people is, “It’s on the left. The other left.”
o   That’s why they reverse b and d. One points to the left and the other to the right.
o   They may read or write words like no for on, rat for tar, won for now, saw for was.
o   They may mirror write letters and perhaps numbers, ‘’ for ‘y’, ‘ε’ for ‘3’.
o   They may mirror write words, like ‘’ for Susan.
o   They will often start math problems on the wrong side, want to carry a number the wrong way, or read or write 17 for 71.
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• Up–down confusion:
o   Some children with dyslexia are also up-down confused. For example, they confuse b–p or d–q, n–u, m–w, t–f.
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• Confusion about directionality words:
o   First–last, before–after, next–previous, over–under
o   Yesterday–tomorrow (directionality in time)
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• North, south, east, and west confusion:
o   Adults with dyslexia get lost a lot when driving around, even in cities where they’ve lived for many years
o   Often have difficulty reading or understanding maps.
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Directional confusion also explains many of the difficulties some children with dyslexia have in learning to tie their shoelaces. Most children can tie their shoelaces at the age of five. Over 90 percent of children with dyslexia are later than average in acquiring this skill, and without intervention, around half do not pick this up until the age of ten or later, and even then, they are not 100 percent successful.
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Overcome the problem by addressing the cause

The inability to discriminate between a ‘b’ and a ‘d’ is usually caused by a visual perceptual problem, specifically a problem with processing position in space.

Before one can read or learn anything, one has to become aware of it through one of the senses. Usually, one has to hear or see it. In other words, perception must take place. Subsequently, one has to interpret whatever one has seen or heard. In essence, then, perception means interpretation.

Of course, a lack of experience may cause a person to misinterpret what he has seen or heard. In other words, perception represents our apprehension of a present situation in terms of our past experiences, or, as stated by the philosopher Immanuel Kant (1724-1804): “We see things not as they are but as we are.”

The following situation will illustrate how perception correlates with previous experience:

Suppose a person parked his car and walked away from it while continuing to look back at it. As they went further away from their car, it would appear to them as if their car was gradually getting smaller and smaller. In such a situation, however, none of us would gasp in horror and cry, “My car is shrinking!”

Although the sensory perception is that the car is shrinking rapidly, we do not interpret that the car is changing size. Past experiences have taught us that objects do not grow or shrink as we walk toward or away from them. We have learned that their actual size remains constant, despite the illusion. Even when one is five blocks away from one’s car, and it seems no larger than one’s fingernail, one would interpret it as that it is still one’s car and hasn’t changed size. This learned perception is known as size constancy.

Pygmies, however, who used to live deep in the rain forests of tropical Africa, were not often exposed to wide vistas and distant horizons and therefore did not have sufficient opportunities to learn size constancy. Colin Macmillan Turnbull, an anthropologist and author of The Forest People, wrote about one pygmy who, when removed from his usual environment, was convinced he saw a swarm of insects when he was actually looking at a herd of buffalo at a great distance. When driven toward the animals, he was frightened to see the insects “grow” into buffalo and was sure witchcraft had been responsible.

To summarize, one must have had enough exposure to wide vistas and distant horizons to interpret size constancy. In the same way, to interpret position in space — the learned perception that makes it possible to distinguish a ‘b’ from a ‘d’ — one must have had enough exposure to relevant experiences. Relevant experiences include the ability to distinguish left and right and the ability to cross the midline..

How can Edublox help?

Edublox Online Tutor is an online platform that houses a range of products and services to improve various aspects of learning. Our programs include Development Tutor, Reading Tutor, and Live Tutor. Live Tutor combined with Development Tutor is recommended for students with mild to severe dyslexia and aims at

• strengthening cognitive skills, including position in space;
• teaching decoding, a key skill for learning to read that involves taking apart the sounds in words (segmenting) and blending sounds together; and
• developing orthographic mapping. .

Watch this playlist and experience how Edublox training and tutoring help turn dyslexia around.

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Book a free consultation to discuss your child’s learning needs.
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Dyslexia: symptoms, causes, treatment of the disease

Speech therapist

Bratanova

Olga Aleksandrovna

Experience 31 years

Speech therapist

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Dyslexia is a disorder related to reading skills. Due to problems with certain mental functions that should be involved in the formation of such skills, the child may experience a variety of difficulties when working with text. Most often, it is difficult to recognize individual characters, signs – as a result, the meaning of words, phrases or sentences is not captured or distorted.

The problem manifests itself from childhood and, with proper correction, can be leveled to a level that allows you to live comfortably and study effectively. But if you do not pay attention to it at an early age, it remains in adulthood, causing a lot of inconvenience. At the same time, it is important to understand that dyslexia does not determine the development of the child by itself – he can effectively perceive information through other channels, for example, to understand well by ear.

Why dyslexia occurs – the causes of the disease

The main causes of dyslexia are neurobiological in nature. This is important for understanding, because often, out of ignorance, parents and teachers attribute the difficulties with reading to the “laziness” or “inattention” of the child, only starting the situation. But with such a deviation, certain areas of the brain are less active, and also have a reduced density.

Additional causes of dyslexia (provoking factors) are:

• disorders that affect the balance between the two hemispheres of the brain;
• serious, severe infections affecting the brain – the most common example is meningitis;
• traumatic brain injury;
• complications during childbirth and pregnancy: from infections to fetal asphyxia. During pregnancy, the mother’s bad habits also worsen the situation: smoking, drinking alcohol, as well as drugs.

Social factors also have a serious influence on this deviation. Moreover, they can be absolutely opposite in their orientation. So, the symptoms of dyslexia can manifest themselves from too much study load, and from neglect – a complete disregard for the development of the child. With isolation, lack of communication, not a very good environment, the situation only worsens.

However, we recall that dyslexia is not necessarily a disease of children from dysfunctional families. Due to purely biological reasons, it can manifest itself in children who live in excellent conditions and receive enough attention from adults.

Types of dyslexia

Before describing the specific symptoms of the disease, let’s talk about the types of dyslexia. There are currently six of them.

• Phonemic (acoustic). According to the classification, dyslexia is the most common problem that often occurs in elementary school students. With such a problem, the guys rearrange the syllables, distort the structure of the word – for example, instead of “cat”, they read “current”.
• Agrammatical. Assumes errors in the compilation of constructions, for example, a person may incorrectly use endings, cases, tenses (“white table”, “I’m hungry”).
• Semantic. Every word that a person reads, he understands, but separately from the entire text. And he cannot assemble words into sentences or into other, even more complex constructions – therefore it is impossible to catch the meaning of what was read. For this reason, dyslexia in adults and children does not allow you to get enough information from books.
• Mnestic. This is a problem at the level of individual letters and sounds that do not allow you to learn or understand the whole word.
• Optical. Here deviations occur at the visual level. For example, a dyslexic sees a word backwards (mirror) or cannot keep his eyes on the line that he is reading – his eyes constantly slide over the page, not allowing him to adhere to the desired reading sequence.
• Tactile. Specific dyslexia is characteristic of people who cannot see and use Braille to read. With this deviation, the letters, determined by touch, are either perceived incorrectly (they are confused with similar ones), or “escape” – a person cannot stay on the desired line.

With these types of dyslexia, the symptoms of the disease will be extremely diverse and ambiguous.

Symptoms by age

To detect dyslexia, it is necessary to know the full range of signs characteristic of this disease. And here there are difficulties, because there are a lot of manifestations – moreover, many of them differ in age. Let’s start with the general points, and then talk about what to look for at different ages of the child.

Common symptoms of dyslexia:

• problems with concentration, attention and memory;
• difficulties with orientation in space – for example, when a child confuses right and left, up and down;
• difficulties with simple and more complex tasks: from fulfilling an elementary request to learning the alphabet, multiplication tables;
• changes in the sequence of letters, syllables, numbers when writing, reading information;
• inability to handle pens, pencils, etc. well. If a child needs to write something, he clumsily uses a writing tool;
• unwillingness to read aloud, write, etc. Actions that are very difficult or in which many mistakes are later found cause psychological discomfort in children.

Even some of these signs are a reason to go to the doctor and start dealing with the situation. At the same time, it is very important for parents not to scold the child, not to put pressure on him, forcing him to do what he cannot do. A softer and more balanced approach is needed here.

They take into account not only the forms of dyslexia, but also how the problem manifests itself in dynamics, at different times.

At preschool age, the disease manifests itself as problems in speech, difficulties in learning, pronunciation of different words. The child is often confused, does not remember even a short set of phrases. It is difficult for him to master the basic skills of reading, writing, he confuses words and letters. All this can easily affect the quality of communication with classmates and peers – it gets worse.

At primary school age, problems manifest themselves not only at the level of words and syllables. It is already difficult for a child to memorize facts, he gets confused in arithmetic signs. The state is reflected in the development of new information. Problems of a different nature also continue: behavior becomes awkward, impulsive, coordination of movements is disturbed.

In middle school age, the diagnosis of dyslexia shows poor reading quality, poor memory. The child also reads poorly, pronounces words. Difficulties cause rebellion, so the student refuses to read and write, he has difficulty with gestures, facial expressions, and problems in communicating with peers increase.

At senior school age, there are problems with writing, reading, memorizing, and reproducing information. A slow speed of work is formed, which makes it seem that the teenager is “lazy”. Moreover, the problem extends further – often dyslexics find it difficult to adapt to any changes in life.

Symptoms of dyslexia in adults suggest problems with writing and reading, while distraction and inattention are added. An adult with such a disease often does not know how to plan his time – the quality of life is reduced.

Diagnosis

To diagnose dyslexia, a child is tested with various exercises. The specialist checks the features of long-term and short-term memory, the ability to analyze, the level of concentration, attention, logic, intelligence, etc. An important part of the work is a psychological examination – the symptoms of dyslexia are very diverse and require a personal approach.

Treatment, correction of dyslexia in Moscow

Defectologists, psychoneurologists can make a diagnosis of “dyslexia”. A speech therapist can also refer for an additional examination, to whom parents often turn if they notice problems with speech or reading in a child.

Experts say that no two dyslexics are the same – therefore, the treatment of dyslexia is individual. Often, difficulties remain with a person for life – and then it is important to understand how to improve its quality, how to help a child cope with the main life tasks. In other situations, a fairly high-quality correction is possible. For these purposes, a special speech therapy program is selected. It is based on the type of dyslexia, the age of the person, as well as his personal characteristics.

Medical treatment of dyslexia remains at the moment in question.

Preventive measures

As soon as a child has problems with reading, writing, memorizing and other important functions, you should immediately contact a speech therapist, as well as provide him with a comfortable environment for learning, start using the exercises recommended by the speech therapist.

Educational games, emphasis on visual information in childhood, comprehensive (but not exhausting) attention from adults – all this will be a good prevention of the disease.

Common questions and answers

Is it possible to cure dyslexia completely?

It all depends on the specific situation. Sometimes it is possible to correct the problem to such an extent that it does not affect later life. But it is important to start work on time.

Who treats dyslexia?

We have already partially answered this question about dyslexia, what it is and how to treat it. After the diagnosis and exclusion of other pathologies, the main treatment is carried out by a speech therapist according to a special program.

Is dyslexia always an intellectual problem?

In no case. A child with dyslexia, with the right approach, can not only get a good profession, but also become very successful in it. Suffice it to say that famous people such as Steve Jobs, John Lennon or billionaire Richard Branson were dyslexic.

Dyslexia is by no means a sentence, but a problem that requires careful attention from adults. If they make an effort and devote time to her, the child will have a chance for a good education and a great future.

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Dyslexia in children

Dyslexia is a pathological condition characterized by impaired reading skills against the background of insufficient development of cognitive abilities. In this case, the areas of the brain responsible for the perception of what is read are often affected.

Dyslexia in children is manifested by difficulties in recognizing written speech, academic failure, letter-by-letter reading, problems with understanding the text. Most patients are simultaneously diagnosed with dysgraphia. To identify the disease and draw up an individual correction plan, you should consult a neurologist and a speech therapist. An integrated approach is required to improve both written and spoken language at the same time.

Causes of dyslexia in children

The parts of the cerebral hemispheres are responsible for the perception and reproduction of written speech. They actively develop in the prenatal period or after birth. By the time they start school, reading and writing centers are usually developed enough to acquire the appropriate skills. The delay in their formation may be due to damage to cerebral structures or social factors.

Possible causes of dyslexia:

• Damage to the brain tissue due to insufficient oxygen supply. Hypoxia quickly leads to the death of neurons and the formation of neurological disorders. Such a pathology occurs with a complication of labor, fetoplacental insufficiency and other disorders.
• Mechanical damage to the organs of the central nervous system. Risk factors include traumatic obstetric procedures during childbirth, a narrow pelvis in the mother, delayed labor and intracerebral hematoma.
• Intoxication. If a pregnant woman smokes, drinks alcohol, or takes medication without first consulting a doctor, brain damage to the fetus is possible.
• Neuroinfection. Damage to brain tissue in the prenatal period is mainly caused by viruses, such as chicken pox, measles, CMV, etc.

Dyslexia can also develop after the birth of a patient due to a traumatic brain injury, an infectious disease, or a malfunction of the internal organs. Doctors also take into account unfavorable heredity and improper upbringing of a child at an early age.

Symptoms of dyslexia

The manifestations of the disease depend on its form. The child has difficulty learning or reading words. Also, experts pay attention to a limited vocabulary, incorrect use of certain words or phrases, insufficient skills in expressing thoughts. Dyslexia leads to academic failure and a slowdown in the development of other cognitive abilities.

Types of dyslexia and its symptoms in children:

• Phonemic. Signs include spelling, replacing similar sounds, skipping or adding different parts of a sentence.
• Mnestic. The child hardly recognizes individual letters, mixes and replaces them when reading.
• Semantic. It is manifested by partial or complete misunderstanding of what is read.
• Agrammatical. There are problems with the recognition of declensions and endings, there is a general inconsistency of words in the sentence.
• Tactile. Children with visual impairments have problems using Braille because of the inability to correctly recognize words or letters.
• Optical. The child confuses signs similar to each other, jumps from line to line.

Only a speech therapist or a pediatric neurologist can determine the types of a patient’s disease. Many parents do not immediately take their child to a specialist, because they consider the violations described above to be signs of learning gaps.

Diagnosis of dyslexia

It is recommended to be examined by a speech therapist when the first signs of dyslexia are detected. The specialist will collect anamnestic information to detect risk factors, determine the degree of development of oral and written speech, and assess the state of other cognitive abilities. If neurological disorders are detected, the patient is sent to a pediatric neurologist for special studies.

Diagnostic methods:

• Assessment of oral speech. The speech therapist excludes defects in pronunciation, phonemic perception, vocabulary and grammar.
• Letter evaluation. The child needs to write a text from dictation or rewrite a previously prepared text. The results of such a test reveal violations of the perception of oral or written speech.
• Neuropsychological study. The specialist evaluates motor, memory, auditory, visual and analytical skills that affect the ability to read and understand what is read.

To detect various forms of brain damage, a neurologist prescribes electroencephalography, echoencephalography, computed or magnetic resonance imaging. If necessary, an appointment with an ophthalmologist or audiologist is scheduled.

Treatment of dyslexia

This disease requires a complex correction aimed at improving speech and non-speech skills. An individual therapy regimen is selected taking into account the age of the child, the type of dyslexia and other factors. Teachers, a speech therapist, a neurologist and a child psychologist can participate in the correction process.

Main areas of treatment:

• improving pronunciation skills;
• vocabulary expansion;
• teaching grammar and syntax;
• normalization of visual perception of the text;
• help in the correct recognition of individual words and letters.