| The term "dyslexia" was introduced in 1884 by | | | | getting the syllables in the wrong order, for |
| the German ophthalmologist, R. Berlin. He coined it | | | | example words like 'preliminary' and 'statistical'. |
| from the Greek words "dys" meaning ill or difficult | | | | DIFFICULTIES WITH THE LITTLE WORDS |
| and "lexis" meaning word, and used it to describe | | | | A frequent comment made by parents of children |
| a specific disturbance of reading in the absence of | | | | struggling with their reading is, "He is so careless, |
| pathological conditions in the visual organs. In a | | | | he gets the big difficult words, but keeps making |
| later publication, in 1887, Berlin stated that | | | | silly mistakes on all the little ones." Certainly, the |
| dyslexia, "presuming right handedness," is caused | | | | poor reader gets stuck on difficult words, but |
| by a left-sided cerebral lesion. He spoke of | | | | many do seem to make things worse by making |
| "word-blindness" and detailed his observations with | | | | mistakes on simple words they should be able to |
| six patients with brain lesions who had full | | | | manage -- like 'if', 'to', 'and'. |
| command over verbal communications but had | | | | It is important to note that this is extremely |
| lost the ability to read. | | | | common, and not a sign that a child is particularly |
| In the century to follow the narrow definition | | | | careless or lazy. |
| Berlin attached to the term dyslexia would | | | | LATE TALKING |
| broaden. Today the term dyslexia is frequently | | | | Research has revealed a dramatic link between |
| used to refer to a "normal" child -- or adult -- who | | | | the abnormal development of spoken language |
| seems much brighter than what his reading and | | | | and learning disabilities such as dyslexia. The |
| written work suggest. While the term is mostly | | | | following are just a few examples: |
| used to describe a severe reading problem, there | | | | * A study in 1970 of Doctor Renate Valtin of |
| has been little agreement in the literature or in | | | | Germany, based on one hundred pairs of dyslexic |
| practice concerning the definition of severe or the | | | | and normal children, found indications of |
| specific distinguishing characteristics that | | | | backwardness in speech development and a |
| differentiate dyslexia from other reading problems. | | | | greater frequency of speech disturbances among |
| Instead of getting involved in the wrangling over a | | | | dyslexics than among normal children. |
| definition, one could simply use the "symptoms" | | | | * According to Doctor Beve Hornsby, author of |
| below as an indication that a child has a reading | | | | "Overcoming Dyslexia," about 60 percent of |
| problem and therefore needs help. | | | | dyslexics were late talkers. |
| DIRECTIONAL CONFUSION | | | | * In her book "Learning Disabilities," author Janet |
| Directional confusion may take a number of | | | | Lerner states, "language problems of one form or |
| forms, from being uncertain of which is left and | | | | another are the underlying basis for many learning |
| right to being unable to read a map accurately, | | | | disabilities. Oral language disorders include poor |
| says Dr. Beve Hornsby in her book "Overcoming | | | | phonological awareness, delayed speech, disorders |
| Dyslexia." A child should know his left and right by | | | | of grammar or syntax, deficiencies in vocabulary |
| the age of five, and be able to distinguish | | | | acquisition, and poor understanding of oral |
| someone else's by the age of seven. Directional | | | | language." |
| confusion affects other concepts such as up and | | | | In most cases, a baby should be able to |
| down, top and bottom, compass directions, | | | | understand simple words and commands from |
| keeping one's place when playing games, being | | | | the age of nine months. From around a year he |
| able to copy the gym teacher's movements | | | | should be saying his first words. By two he should |
| when he is facing you, and so on. As many as | | | | have a vocabulary of up to 200 words, and be |
| eight out of ten severely dyslexic children have | | | | using simple two-word phrases such as "drink |
| directional confusion. The percentage is lower for | | | | milk." By three he should have a vocabulary of up |
| those with a mild condition, she says. | | | | to 900 words and be using full sentences with no |
| Directional confusion is the reason for reversing of | | | | words omitted. He may still mix up his consonants |
| letters, whole words or numbers, or for so-called | | | | but his speech should be comprehensible to |
| mirror writing. The following symptoms indicate | | | | strangers. By four, he should be fully able to talk, |
| directional confusion: | | | | although he may still make grammatical errors. |
| * The dyslexic may reverse letters like 'b' and 'd', | | | | If a child talks immaturely, or still makes |
| or 'p' and 'q', either when reading or writing. | | | | unexpected grammatical errors in his speech |
| * He may invert letters, reading or writing 'n' as | | | | when he is five years old, this should alert the |
| 'u', or 'm' as 'w'. | | | | parents to probable later reading problems. The |
| * He may read or write words like 'no' for 'on', or | | | | parents should immediately take steps to improve |
| 'rat' for 'tar'. | | | | the child's language. |
| * He may read or write 17 for 71. | | | | DIFFICULTIES WITH HANDWRITING |
| * He may mirror write letters, numbers and | | | | Some dyslexics suffer from poor handwriting |
| words. | | | | skills. The word "dysgraphia" is often used to |
| SEQUENCING DIFFICULTIES | | | | describe a difficulty in this area, and is |
| Many dyslexics have trouble with sequencing, i.e. | | | | characterized by the following symptoms: |
| perceiving something in sequence and also | | | | * Generally illegible writing. |
| remembering the sequence. Naturally this will | | | | * Letter inconsistencies. |
| affect their ability to read and spell correctly. | | | | * Mixture of upper/lower case letters or print |
| After all, every word consists of letters in a | | | | cursive letters. |
| specific sequence. In order to read one has to | | | | * Irregular letter sizes and shapes. |
| perceive the letters in sequence, and also | | | | * Unfinished letters. |
| remember what word is represented by the | | | | * Struggle to use writing as a communicative tool. |
| sequence of letters in question. By simply changing | | | | OTHER DYSLEXIA SYMPTOMS |
| the sequence of the letters in 'name', it can | | | | * Makes up a story, based on the illustrations, |
| become 'mean' or 'amen'. | | | | which bears no relation to the text. |
| The following are a few of the dyslexia | | | | * Reads very slowly and hesitantly. |
| symptoms that indicate sequencing difficulties: | | | | * Loses orientation on a line or page while reading, |
| * When reading, the dyslexic may put letters in | | | | missing lines or reading previously-read lines again. |
| the wrong order, reading 'felt' as 'left', or 'act' as | | | | * Tries to sound the letters of the word, but is |
| 'cat'. | | | | then unable to say the correct word. For |
| * He may put words in the wrong order, reading | | | | example, sounds the letters 'c-a-t' but then says |
| 'are there' for 'there are'. | | | | 'cold'. |
| * He may omit letters, i.e. reading or writing 'cat' | | | | * Reads with poor comprehension. |
| for 'cart', or 'wet' for 'went'. | | | | * Remembers little of what he reads. |
| Dyslexics may also have trouble remembering the | | | | * Spells words as they sound, for example 'rite' |
| order of the alphabet, strings of numbers, for | | | | for 'right'. |
| example telephone numbers, the months of a | | | | * Ignores punctuation. He may omit full stops or |
| year, the seasons, and events in the day. | | | | commas and fail to see the need for capital |
| Younger children may also find it hard to | | | | letters. |
| remember the days of the week. Some are | | | | * Poor at copying from the board. |
| unable to repeat longer words orally without | | | | |