{"id":345783,"date":"2019-11-20T11:16:41","date_gmt":"2019-11-20T11:16:41","guid":{"rendered":"https:\/\/ora-visio.com\/childrens-disorders-dyslexia\/"},"modified":"2019-11-20T11:16:41","modified_gmt":"2019-11-20T11:16:41","slug":"childrens-disorders-dyslexia","status":"publish","type":"post","link":"https:\/\/ora-visio.com\/en\/childrens-disorders-dyslexia\/","title":{"rendered":"Children&#8217;s Disorders: Dyslexia"},"content":{"rendered":"<p>\u00ab <em>Mrand Msre naud aregoing fromPa ristoCha monix. Thedis tanceis 600 Km andthec artuses 10 litr esperhun dredkilo metres.<\/em> \u00bb Does that look unreadable to you? Translation: \u00ab <em>Mr and Mrs Renaud are going from Paris to Chamonix. The distance is 600 km and the car uses 10 litres per hundred kilometres.<\/em> \u00bb You&#8217;ve just experienced what 8 to 10% of children in mainstream schooling go through with dyslexia. They are mostly boys (around 3 to 4 times more often than girls). What is dyslexia? How can it be detected, treated, and how can you help a dyslexic child? Here&#8217;s a profile of a dysfunction that deserves to be taken seriously.<\/p>\n<h2><strong>Defining dyslexia<\/strong><\/h2>\n<p><strong> <\/strong><strong>The official WHO definition. \u00ab <\/strong>Dyslexia is a specific reading disorder. It is also a persistent disorder in the acquisition of written language, characterised by major difficulties in acquiring and automating the mechanisms needed to master written language (reading, writing, spelling, etc.). [..] \u00bb<\/p>\n<p><strong> <\/strong><strong>The causes of dyslexia. <\/strong>As in nearly 60% of confirmed cases of dyslexia, the disorder runs in the family, and heredity is considered one of the known causes of dyslexia. However, other factors can also contribute to this dysfunction. Poor hearing and\/or vision problems are also possible causes, as are laterality disorders (no clearly established right- or left-handedness after age 5).<\/p>\n<h2><strong> <\/strong><strong>The different forms <\/strong><\/h2>\n<p><strong> <\/strong><strong>There are 3 known forms of dyslexia:<\/strong><\/p>\n<ul>\n<li><strong>Phonological dyslexia, or dysphonetic dyslexia: <\/strong>this is the most common form of the disorder. It shows up as a poor grasp of the correspondence between letters and sounds. Substituting one sound for another and making errors in reading order create what&#8217;s known as a dysfunction of the &#8220;assembly&#8221; reading route. That said, the difficulty disappears when reading familiar words.<\/li>\n<li><strong>Surface dyslexia (dyseidetic dyslexia)<\/strong>. This form of dyslexia is used to describe a child who painstakingly decodes words without relying on visual recognition. The child cannot store the visual image of a word (memorising a word that isn&#8217;t spelled the way it sounds); this is a dysfunction of the &#8220;direct&#8221; reading route.<\/li>\n<\/ul>\n<p>&#8220;Dyslexia is a serious obstacle to learning to read&#8221;<\/p>\n<p><em>Dr Aude Charollais, paediatric neurologist at Rouen University Hospital.<\/em><\/p>\n<ul>\n<li><strong>Mixed dyslexia. <\/strong>As the name suggests, this is a combination of the two previous forms of dyslexia. The dysfunction affects both analysis and visual recognition. It results in skipped words and lines, poor eye tracking, and having to go back over text.<\/li>\n<\/ul>\n<h2><strong> <\/strong><strong>How can dyslexia be detected?<\/strong><\/h2>\n<p><strong> <\/strong>It is in CP that a child&#8217;s difficulties become obvious. Should we wait until then to make a diagnosis? Absolutely not. If, at age 3, a young child already shows signs of spoken-language difficulties, attention problems, or difficulty organising space and time, a neuropsychological assessment is needed. From nursery school onwards, and then in primary school, certain signs should be taken into account when dyslexia is suspected.<\/p>\n<p><strong>Symptoms in nursery school<\/strong><\/p>\n<p>&#8211; spoken-language difficulties (phonological difficulties, limited vocabulary, poorly constructed sentences, delayed speech and\/or language\u2026)<\/p>\n<p>&#8211; difficulty processing sounds, recognising rhymes\u2026<\/p>\n<p>&#8211; psychomotor difficulties (difficulty managing space and time, difficulty with handwriting, mirror writing\u2026)<\/p>\n<p>&#8211; attention and memory difficulties<\/p>\n<p>&#8220;An at-risk child stands out through a poor phonological representation of words. Sometimes they mispronounce them, but above all, they aren&#8217;t aware of the sounds that make up words\u2026 To make a diagnosis, these difficulties need to be observed over time, for at least two years.&#8221;<\/p>\n<p><em>Isabelle Charles, speech therapist in Marseille and chair of the Regional Union of Healthcare Professionals in Provence-Alpes-C\u00f4te d&#8217;Azur<\/em><\/p>\n<p><strong> <\/strong><strong>Symptoms in primary school and beyond<\/strong><\/p>\n<p>&#8211; reading hasn&#8217;t become automatic, and comprehension is difficult<\/p>\n<p>&#8211; confusions, reversals and omissions persist<\/p>\n<p>&#8211; copying and spelling work are laborious<\/p>\n<p>&#8211; the pupil struggles with writing and reading, and is slow<\/p>\n<p>&#8211; the pupil&#8217;s reasoning ability and ease of speaking seem to contradict what they produce in writing<\/p>\n<p><u>Table of auditory or phonetic confusions<\/u>:<\/p>\n<table style= width=\"100%\" border=\"1\">\n<tbody>\n<tr>\n<td width=\"50%\"><span style=\"color: #6ab78d;\"><strong> Confusions between letters<\/strong><\/span><\/p>\n<ul>\n<li><strong>m, n and u<\/strong><\/li>\n<li><strong><strong>p, b, d, q and g<\/strong><\/strong><\/li>\n<li><strong><strong><strong>s and sh<\/strong><\/strong><\/strong><\/li>\n<li><strong><strong><strong><strong>f and v<\/strong><\/strong><\/strong><\/strong><\/li>\n<li><strong><strong><strong><strong><strong>b and d<\/strong><\/strong><\/strong><\/strong><\/strong><\/li>\n<li><strong><strong><strong><strong><strong><strong>m and w<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/li>\n<li><strong><strong><strong><strong><strong><strong><strong>was and saw<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/li>\n<li><strong><strong><strong><strong><strong><strong><strong><strong>on and no<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/li>\n<li><strong>voiced consonants (b, d, g, v, j, z) swapped with unvoiced ones (p, t, k, f, sh, s).<\/strong><\/li>\n<\/ul>\n<\/td>\n<td width=\"50%\"><strong><span style=\"color: #6ab78d;\"> Common errors<\/span><\/strong><\/p>\n<ul>\n<li><strong>reversing letters, reversing syllables (was\/saw, on\/no, tar\/rat)<\/strong><\/li>\n<li><strong><strong>omissions (bowl\/bol, book\/boo)<\/strong><\/strong><\/li>\n<li><strong><strong><strong>additions (form\/forum, spot\/sport)<\/strong><\/strong><\/strong><\/li>\n<li><strong><strong><strong><strong>substitutions (heat\/heart)<\/strong><\/strong><\/strong><\/strong><\/li>\n<li><strong><strong><strong><strong><strong>blending (tomato\/tomarto)<\/strong><\/strong><\/strong><\/strong><\/strong><\/li>\n<\/ul>\n<p><strong> <\/strong><\/p>\n<p><strong><span style=\"color: #6ab78d;\"> Specific difficulties<\/span><\/strong><\/p>\n<ul>\n<li><strong>syllable-by-syllable, jerky and slow reading,<\/strong><\/li>\n<li><strong><strong>difficulty breaking words into syllables<\/strong><\/strong><\/li>\n<li><strong><strong><strong>punctuation not taken into account<\/strong><\/strong><\/strong><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong> <\/strong><\/p>\n<h2><strong>Helping my dyslexic child<\/strong><\/h2>\n<p><strong> <\/strong><strong>Diagnosis and screening test<\/strong><\/p>\n<p>The earlier, the better! The earlier the diagnosis, the more effective the treatment and rehabilitation will be. Here are a few pointers to help those close to a dyslexic child spot a possible disorder. Struggling academically, the child is aware of their intellectual abilities but cannot manage to absorb what&#8217;s being taught. Feeling completely out of step, they may become disruptive and difficult to manage, or, conversely, completely withdrawn.<\/p>\n<p>The diagnosis will be made by a speech therapist. Based on a speech-therapy assessment, it includes reading tests, syllable-blending exercises, letter recognition, and pronunciation exercises. Dyslexia is only confirmed when the child&#8217;s difficulties are associated with a genuine learning delay. Once a child is confirmed as dyslexic, the speech therapist will carry out additional tests to determine the exact nature of the dyslexia.<\/p>\n<p>This speech-therapy assessment may be supplemented by a paediatric-neurology, neuropsychological, psychological or psychomotor assessment to pin down the specific features of the child&#8217;s disorder.<\/p>\n<p><strong>Care and treatment for dyslexia<\/strong><\/p>\n<p>Two individual weekly sessions with a speech therapist. This is the recommended treatment in nearly all cases to ensure effective rehabilitation for dyslexic children. Depending on the child&#8217;s form of dyslexia, the speech therapist will adapt their techniques to reinforce existing abilities and develop those that are lacking. Consistency is one of the keys to the success of this treatment. Unfortunately, this isn&#8217;t always easy for parents living in medical deserts or expatriate families abroad, who may struggle to find a good speech therapist who is available and flexible. To address this problem, the ORA platform offers <a href=\"https:\/\/ora-visio.com\/en\/who-needs-a-speech-and-language-therapist\/\" target=\"_blank\" rel=\"noopener noreferrer\"><u>online speech therapy sessions<\/u><\/a>. Remote speech therapy sessions for dyslexia rehabilitation offer a real guarantee of consistency and quality. To make up for academic delays, <a href=\"https:\/\/ora-visio.com\/en\/online-academic-support\/\" target=\"_blank\" rel=\"noopener noreferrer\"><u>online private tutoring<\/u><\/a> can also give a helpful boost towards success! However, parental involvement is just as essential. Supporting your child&#8217;s schooling, having them do the exercises recommended by the practitioner, backing their efforts, listening to them, and remaining supportive, is just as important as providing them with rehabilitation sessions with a speech therapist.<\/p>\n<p>&nbsp;<\/p>\n<p>&#8220;There&#8217;s no cure, but there is treatment to reduce the impact of this disorder. Once you&#8217;re dyslexic, you stay dyslexic for life, but it will only become apparent in learning tasks that reveal compensated errors.&#8221;<\/p>\n<p><em>Dr Aude Charollais, paediatric neurologist at Rouen University Hospital<\/em><\/p>\n<h2><strong>Self-esteem and professional success: what future for people with dyslexia?<\/strong><\/h2>\n<p><strong> <\/strong><strong>How the disorder develops <\/strong>depends on the form of dyslexia, but not only that! Depending on how early the diagnosis was made, how consistently speech-therapy sessions are carried out, how involved the parents are, and the overall support the child receives, the outcome can vary enormously.<\/p>\n<p>When dyslexia is mild or moderate, the difficulties can lessen considerably. Even if they don&#8217;t disappear completely and persist in writing, they don&#8217;t stand in the way of <a href=\"https:\/\/ora-visio.com\/en\/schooling-and-career-guidance-what-path-awaits-dys-pupils\/\" target=\"_blank\" rel=\"noopener noreferrer\"><u>succeeding in mainstream schooling<\/u><\/a>, nor in secondary education.<\/p>\n<p>Severe cases of dyslexia will require specialised schooling within <a href=\"https:\/\/www.education.gouv.fr\/pid285\/bulletin_officiel.html?cid_bo=91826\" target=\"_blank\" rel=\"noopener noreferrer\"><u>ULIS<\/u><\/a> dyslexia units (a French specialised inclusive class), and will lead towards career paths in line with their personal aspirations.<\/p>\n<p><strong>Building self-confidence<\/strong><\/p>\n<p>Just as important as speech therapy, psychological support for a dyslexic child is essential. Take the time to talk to them about their condition. Explain that they won&#8217;t be cured of it like an illness, but that they&#8217;ll have to live with it while working, with the involvement of everyone around them, to reduce its impact. Remind them that this situation isn&#8217;t their fault, and that, appearances aside, they are highly intelligent and motivated. Turn this disorder into a challenge to overcome rather than a paralysing fate. And finally, it&#8217;s time to hang a portrait of Albert Einstein in their bedroom, reminding them just how dyslexic that genius was.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00ab Mrand Msre naud aregoing fromPa ristoCha monix. Thedis tanceis  [&#8230;]<\/p>\n","protected":false},"author":7,"featured_media":345784,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[339],"tags":[],"class_list":["post-345783","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-speech-therapy"],"_links":{"self":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/345783","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/comments?post=345783"}],"version-history":[{"count":0,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/posts\/345783\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media\/345784"}],"wp:attachment":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media?parent=345783"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/categories?post=345783"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/tags?post=345783"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}