| While many parents and care givers are quick to | | | | immature speech such as "gween and wed" for |
| place the blame on their selves for the struggles | | | | "green and red" even if the child is in the second |
| and problems a child may be having with the | | | | or third grade. Problems with a full sentence may |
| reading and math in and before school, it is very | | | | be present. The fast speech, hesitant speech or |
| important to understand the problem may be the | | | | cluttered speech may be present. Speech therapy |
| child has a type of dyslexia. The speech problems | | | | is required for many children with dyslexia. |
| that occur with the dyslexia can be accountable | | | | Some of the problems with speech is the |
| for some of the other problems such as reading, | | | | auditory processing disorder. This is a problem |
| math, listening, and following instructions may be | | | | with the way the brain processes the auditory |
| some prevailing early signs of dyslexia. It is very | | | | information and is not a sensory or hearing |
| important to have the dyslexia test - an | | | | impairment. One part of reading requires to |
| evaluation of the disability to determine some of | | | | pronounce out or speak the words. It is |
| the possible treatments that would be helpful of | | | | understandable that children with a speech |
| the child. | | | | problem would have trouble with reading. |
| The simple and often overlooked problem with a | | | | Some of the common shared symptoms of |
| slight speech delay may be an early indication of | | | | speech/hearing deficits and dyslexia include |
| dyslexia. The problem of processing and decoding | | | | confusion of terms such as on/off and left/right. |
| auditory input is believed to be the reasons for | | | | Common difficulties like learning the alphabet, |
| problems of reproduction of that sound. Stuttering | | | | word retrieval, naming problems, identifying or |
| and cluttering, which is the speech and | | | | generating rhyming words, counting syllables in |
| communication disorder that at times very difficult | | | | words and learning the sounds of letters are just |
| for the listener to understand, mainly due to the | | | | a few of the symptoms. Difficulties hearing, |
| rapid speaking rate, along with erratic rhythm and | | | | manipulating, and distinguishing different sounds in |
| poor syntax or grammar with words or groups | | | | words is also common. Associating individual |
| of words unrelated to the sentence. | | | | words with correct meanings, The concept of |
| Problems speaking clearly is also an early indication | | | | time or keeping time, and difficulty in organization |
| of dyslexia. The sounds of multi-syllabic words are | | | | skills can also be very difficult. The fear of |
| often mixed up. For example, the word spaghetti | | | | speaking incorrectly will affect different children in |
| would be pronounced bisghetti, hekalopter for | | | | different ways. Where one child may become shy |
| helicopter. Problems articulating letters such as the | | | | and withdrawn, another may become loud and a |
| L's, M's, N's, and R's will often make for an | | | | bully. |