Dyslexia

Dyslexia

Introduction

Difficulties in reading and spelling are the most common expression and academic difficulties may occur early in the first grade. Dyslexia is a condition that renders the child unable despite his experience of the traditional classroom to learn the technical language that would allow it to learn to read, write and communicate orally. The child, however, normally intelligent and does not suffer any hearing loss or visual. A dysorthographia often succeeds with dyslexia. Screening for dyslexia should be early (4 or 5 years). Speech therapy is necessary. It's early in the 2nd grade (CE1) that screening is the safest as a child, read in its infancy, may present the apparent symptoms of dyslexia and how inversions. These normal stresses become pathological when they persist beyond the first year (McCandliss, Noble, 2003). Dyslexia is part of the overall "specific disorders (= selective) development" in the child. It is indeed important; before we talk about dyslexia, eliminate reading difficulties due to:

Hearing loss (hearing loss: oral language as a whole is disrupted with confusion of phonemes, not just reading).

A vision problem (amblyopia).

A speech disorder.

Mental retardation (school results are good in other areas).

Disinterest overall emotional origin.

Bilingualism (McCandliss, Noble, 2003).

Discussion

The signs of the disease

Dyslexia is characterized by errors either in the sequence of graphs, or in the graphic transcription of phonemes. Dyslexia is 5 to 10% of school-age children. Early detection (before entry into the PC) and an individual rehabilitation (pre-reading) or in special classes should allow a child's reintegration into mainstream education. Dyslexia is a language disorder and writing persists beyond the normal age of learning to talk. Often, the installation language is delayed. The pronunciation of words, combination of several sounds designating a person or object, starts the 2nd year; language, word association with significance value, to be obtained about 4 ½ years. An initial review speech therapy at this age should highlight the persistent distortion of words, sentences are poorly constructed or the inability to retain phrases. Too often, dyslexia is discovered during the review of school failure already installed or agraphia (McCandliss, Noble, 2003).

The child confuses reading certain letters of phonetically similar or related forms: m, n, u, p, b, d, q and g, s and c, f and v, and a year, a and o, u and or, on and o, and u a, i and in the constrictive consonants (s, c, d, z, f, v) are replaced by consonants (t, k, p, d, g), the voiced consonants (b, d, g, v, j, s) are replaced by voiceless consonants (p, t, k, f, c, s) etc. ... "Piton" becomes "can", "hippopotamus" becomes "hippopapame". These confusions are not systematized and at different times, the child can read correctly or substitute a letter to another letter. It reverses the order of letters ("on" read "no", "arm" is read "bar" or "rab", "flat" is read "pal" or "lap", "airplane" becomes "areoplane"), certain syllables of certain words. It omits some sounds: "thread" is read "he", "bar" is read "ba", "umbrella" becomes ...