Dyslexia

Dyslexia

Some definitions

The dyslexia is a specific disorder isolated from the reading, it involves a dysorthography which is a specific disorder isolated from the orthography
One should not confuse the dyslexia with the dysphasy which is a speech difficulty.
The dyslexia and the dysorthography are a disorder of the training of the written language, reading and writing apart from any other sensory, psychic or mental pathology.

Do there exist supporting factors?

The dyslexia touches the boys more than the girls.
The children who are reached by it are of a normal intelligence, the appearance of this pathology independent of the sociocultural medium or the bases of the language is inculcated in the child or of the school environment.
The neurosciences and the neuropsychology make enormous progress in the investigation into the causes of this disorder; the responsible factors are certainly multiple, the complexity of the brain and of its functions are not yet all known.

When does it appear?

It is difficult to recognize it before the 7 years age, year of training of the reading.
Nevertheless harbingers in nursery school could sometimes give alarm.
If a child has persistent difficulties to learn how to read, if it cannot write correctly, it is necessary to seek and find a cause with this difficulty.
A child in CP can have some difficulties in learn how to read, it is frequent and it is not question of falling into excess and of putting at all these children a label “dyslexia” but if the difficulty persists, it is necessary to seek the cause and to think of it of the dyslexia. This one can be largely improved if it is dealt with early by team of experts on the matter.
Elsewhere, a dyslexia can pass unperceived during several years and to be discovered with the college, it is not rare: the child will have succeeded in compensating for his handicap by subterfuges until it is exceeded.

How the dyslexia arises

The dyslexia is a difficulty in the deciphering of the reading, in the comprehension of the text read. Then the reading is hesitant and chopped, even incomprehensible because the words are badly cut out, the reading is not syllabic, moreover the punctuation is not taken into account.
The dyslexiac does not include/understand what it reads, it will say whereas it does not like to read, will make a rejection of the reading to cross short to any conflict.
Of course, the orthography will be muddled, whether the text is copied or dictated, of the letters which resemble each other will be confused (P and Q, B and D,…) reversed, added, removed…

The assumption of responsibility of the dyslexia

The handicap should be detected as soon as possible so that it is dealt with and treaty: it is a team work between state education, school health, the family…
Initially, of the tests are carried out to make the diagnosis of dyslexia, and to eliminate from other causes to the difficulty of training: sight trouble, disturbs hearing, central nervous system disorder, psychological disorder, family problems…

The assumption of responsibility is multidisciplinary: speech therapist, doctor, teacher, the family has a big role to motivate the dyslexic child.
There is no particular treatment which proved reliable; the rehabilitation of the language, a psychotherapy of support as well as a school adaptation: schedules, a support to motivate the child and the co-operation of the parents are essential.
The catch of load is done on the long run.

Evolution of the dyslexia

The forecast is good as a whole, the improvement is often undeniable if the disorders are not too important and dyslexia taken of load early; the disorders can disappear.
This handicap is not always synonymous with school failure or professional, of many people succeeded and not of least: Albert Einstein, Léonard de Vinci…

To retain

The dyslexia is a difficulty with the training of the reading and consequently of the orthography, the cause is not yet clearly defined; any child of any medium of any school can be reached by this handicap.
Early identification of the dyslexia, as of the CP if possible, and its assumption of responsibility are a pledge of real reduction of the handicap.
This assumption of responsibility is heavy, long and the motivation of the child and the family is an important point in the success of the treatment, the limitation of school failures.