RaDing diFcultiS

In the previous post we talked about the necessary prerequisites to introduce reading to children. We were talking about neurodevelopment and the relationships of various prior abilities. But what happens when these circuits are supposed to be prepared and yet our child does not “get started” with reading. That is, when there are no alterations in these prerequisites (because when there are neurological alterations or a language difficulty, reading will inevitably be affected) and yet our kid does not achieve effective reading.

Well, what resonates the most is the name “dyslexia.” But what is dyslexia really?

According to the International Dyslexia Association “Dyslexia is a Specific Learning Difficulty of neurobiological origin. It is characterized by difficulties in the accurate and/or fluent recognition of words (written) and deficits in decoding (reading) and writing. These difficulties result from a deficit in the phonological component of language. They are unexpected (discrepant) in relation to other cognitive abilities (which develop normally) and adequate school instruction. As secondary consequences, there may be problems in reading comprehension and a reduced reading experience that can affect the increase in vocabulary and knowledge base”

Reading is the vehicle of learning throughout a person’s academic life. Therefore, if reading is not developed, the formal learning process will be affected and with it self-esteem and other skills that help people grow.

That is why it is essential to detect early those symptoms related to reading difficulty. And, from the pre-reading stages, pay special attention to the development of all these prerequisites to leave them well established and, if not, monitor them so that they do not have a negative impact on the reading process.

Some of the most common indicators detected in classrooms tend to be difficulties in:
– phonological awareness,
–  decoding
– reading accuracy
– poor fluency
– poor understanding of texts, inferential or interpretation errors.

But in addition to these reading symptoms, it is necessary to know that many people with reading disorders usually present other difficulties that, although related to reading, are not exclusive to it. Some of these symptoms that should also be monitored from an early age are:
– temporal and spatial notions
– word pronunciation
– Inversion of letters and/or numbers
– Accomplishment of instructions
– Learning daily routines
– Postural and balance control
– Sequential organization and expression of ideas and facts

Of course, it is necessary to review the functioning of the necessary structures, such as vision, motor skills or the brain itself to rule out major alterations that could lead to difficulty in reading.

Of course, along with good rehabilitation, it is necessary for the teaching staff to be aware of the adaptations that must be applied so that the child can continue advancing in their learning and building their personality in the best possible way, regardless of of the difficulty you have.

You should never be afraid of an early intervention. It is better to prevent since many things depend on good reading ability.

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