Importance of letter recognition in early childhood

Letter Recognition Activities for Preschool and Kindergarten

Teachers are always on the look-out for effective letter recognition activities, because learning to recognize letters and sounds is a critical step in learning how to read.

One of the first steps your child will take in learning to read is developing a skill called letter recognition. Before your young learner can start to sound out words, blend syllables together, or master other early reading fundamentals, they’ll need to be able to identify letters.

The Importance of Letter Recognition in Early Childhood

Letter recognition is a critical skill in early childhood.

Are you teaching letter recognition skills to your preschoolers? When it comes to pre-reading skills, letter recognition is an important part!

This post is going to share all about recognition of letters as well as loads of letter recognition activities so your preschooler can start their pre-reading journey.

FAQ About How to Teach Letter Recognition

Teaching letter identification is a lot about teaching preschoolers the alphabet. Here are some frequently asked questions about how to teach the alphabet (and letter recognition skills) to preschoolers.

How do I teach the alphabet to preschoolers?

Preschoolers need a lot of exposure to the alphabet. They need explicit instruction as well as plenty of indirect alphabet instruction.

That’s where letter knowledge builds through playful and natural activities in day to day life. To start teaching your preschooler the alphabet, try these things:

~ Read lots and lots of picture books!
~ Point out print around you.
~ Teach your child the letters of his name.
~ Teach each letter explicitly.
~ Do lots of whole alphabet activities, too.
~ Do hands-on alphabet activities.
~ Sing letter songs.

What order should I teach letters to preschoolers?

The alphabet should not be taught in alphabetical order. Teaching the alphabet in order puts a big focus on those beginning letters. Those are probably going to be the ones that your child sees and remembers most, since that Alphabet Song is so catchy!

Instead, teach the letters in order of how frequently they appear easily decodable words. Letters like s, t, r, m, n, a, o, and p should be taught first. These are “high-frequency” letters and emphasis on these letters first will allow children to quickly start reading simple words.

What is Letter Recognition?

Alphabetic recognition is sometimes called letter recognition or letter identification, but all three terms have the same meaning. Letter recognition activities refer to the ability to visually recognize letters of the alphabet through hands-on learning activities and these have critical importance in early childhood education.

Effective alphabet activities that aid in teaching letter recognition include:

matching same case letters
matching uppercase letters with lowercase letters
naming letters in both cases
distinguishing between similarly shaped letters like C/G, M/W, d/b and p/q

Some might even go so far to say that true letter recognition also includes the ability to name each letter and match that letter name with its written form, both upper and lower case, and in both manuscript and cursive.

Child learning letters and numbers. Kid with colorful wooden abc blocks. Little boy spelling words with educational block toys. Kids doing school homework at white desk. Bedroom for preschool children

Why do Letter Recognition Activities with Kids?

Letter recognition is important because it enables beginning readers to figure out how printed text is associated with the spoken language.

Having a mastery of letter names can make learning letter sounds easier for young readers. The sounds of many letter names are closely related to the sound the letter makes.

For example, say letter “d” and you will hear the /d/ sound. Say letter “m” and you will hear the /m/ sound. Many letters of the alphabet follow this, so even while focusing on letter recognition, children are also being exposed to and learning letter sound. This increases their overall letter knowledge.

This is why alphabetic recognition is one of the very first skills children learn while they are beginning readers. It parallels phonological awareness and comes before phonemic awareness and decoding.

How Do You Teach Recognition of Letters?

Researchers and seasoned teachers agree that effective letter identification instruction is a careful balance of both an explicit introduction and instruction of specific letters and frequent exposure to those letters in multiple forms, both isolated and within the text.

More simply put, the best way to teach your preschoolers the alphabet is to follow these perimeters:

explicit introduction of letters
explicit instruction of individual letters
frequent exposure to letters in multiple forms
frequent isolated exposure
frequent within-text exposure

This kind of combined instruction helps children learn letter names, shapes, and sounds within relation to each other in a fun and exciting way.

Children should be offered a variety of learning materials for learning the alphabet.

This can include hands-on alphabet activities and some letter recognition worksheets for older children.

Easy Letter Recognition Activities for Preschoolers and Kindergarteners

Following are a few very simple, easy to prepare letter recognition activities to help you get started. You’ll find some free alphabet cards, hands-on activities like sensory bins, and even visual discrimination practice. Use these ideas for providing extra practice for struggling kindergarten students, or for small group practice in preschool.

ABC Song

Sing the alphabet song to your child everyday and invite your little one to join in. If you have alphabet cards at home, point out each letter as you sing.

Here is one of our favorite YouTube playlists of alphabet songs that feature each letter of the alphabet.

ABC Books

Read alphabet books to your child. There are literally hundreds available, some even story like. Invite your child to talk with you about the pictures. Have your preschooler trace the letter on each page, too.

Here are some of our all-time favorite alphabet books by the author Jerry Pallota. Preschoolers love his ABC books because they are centered around a specific theme.

Additionally, you can create your own alphabet books. My interactive alphabet books are one of my most popular products.

ABC Cards

Display alphabet cards in your child’s bedroom or somewhere else very visible to your child. Say the alphabet each day, pointing to the letters as you say them. Make it a part of your child’s bedtime or morning time routine.

Write ABCs

Give your child every opportunity to explore letters by allowing time to write focus letters. Allow your child to explore writing through sensory play and various writing materials. Try markers, crayons, pencils, finger paints, or writing in various materials such as hair gel, shaving cream, paint, sand, or salt.

Build ABCs

Give your child buttons, pom poms, cotton balls, small rocks, bolts, unifix cubes, or another set of counters to place on a letter print out. Letter building is the preferred way to teach letter formation, over pen and paper activities like preschooler letter recognition worksheets.

Create ABC Crafts

Make an animal out of the letter staring with the same animal sound. For example, make a duck out of the letter d, or a moose out of letter m. Totally Tots has a great collection of ideas here. Red Ted has a fun collection of hand print letter ideas that are so fun!

ABCs in the Environment

Point out letters in everyday print, such as product boxes, store signs, and billboards. Click here for my post on environmental print.

Free Printable Letter Recognition Activities

Researchers and educators agree that beginning readers experience more success in reading when they can rapidly and accurately recall letter names before they learn basic phonics. This post was loaded with information on why we should teach the abs, but also will activities to teach the alphabet.

Here are a few more free letter identification printables for preschoolers.

More Resources on Letter Recognition Activities

Teaching Reading Sourcebook by CORE

Phonics from A to Z by Wiley Blevins

Straight Talk about Reading: How Parents Can Make a Difference During the Early Years by Susan L. Hall and Louisa C. Moats

Sarah Punkoney, MAT

I’m Sarah, an educator turned stay-at-home-mama of five! I’m the owner and creator of Stay At Home Educator, a website about intentional teaching and purposeful learning in the early childhood years. I’ve taught a range of levels, from preschool to college and a little bit of everything in between. Right now my focus is teaching my children and running a preschool from my home. Credentials include: Bachelors in Art, Masters in Curriculum and Instruction.

stayathomeeducator.com/

Why Recognition of Letters is Important

Recognition of letters is a fundamental part of learning how to read. Without it, children struggle learning letter sounds and recognizing words. Children who cannot recognize letter and name them with their sounds have difficult learning how to read.

Learn more about what letter recognition is and how to develop letter recognition skills in preschoolers.

Letter Recognition Activities and Why Recognition of Letters is Important

Beginning reading instruction has an extensive history of beginning with recognition of letters. The very first schoolbooks brought to America from England, called The Protestant Tutor, started with the teaching the letters of the alphabet, as did the first reading books produced here (New England Primer).

They were not off-base.

Research has long supported the approach to teach reading with letter recognition. The fact is that beginning readers’ knowledge of the alphabet is a strong predictor of later reading success.

The National Early Literacy Panel (NELP) meta-analyzed 52 such studies that had connected alphabetic knowledge, (including letter recognition and sounds generation), with the later decoding ability of 7,570 kids and found a strong relationship between the two.The more letter names the kids knew, the greater their later success in decoding.

What is Letter Recognition?

Letter recognition is the ability to name letters, identify characteristics specific to said letter, and letter formation of all 26 uppercase and lowercase letter symbols used in the English language. That’s 52 letters total.

Letter recognition includes being able to differentiate between different letters and their shapes, and should be taught before, or at the very least, in conjunction with letter sounds.

This means that letter recognition skills are important and should not be passed over for letter sound practice! Children need to know letter names as well as letter sounds to experience ease in learning how to read.

More About Why Letter Recognition is Important

There are many reading skills that are regularity evaluated as predictors of reading success. Letter recognition ranks among the top predictors.

Upon entering school, children come with a range of skill levels and an even wider range of letter knowledge. Most have some experience with the alphabet through singing the alphabet song. Other kindergarteners can spell their names or recognize environmental print.

In order to have true fluency in letter recognition, children must be able to identify letters and say their names in and outside of context and in and out of sequence. It’s not just accuracy, but also automaticity, which is being able to be accurate and fast at the same time, which contributes to later reading success.

In addition, research has shown that learning letters and playing with letters frequently leads to an interest in their sounds and in reading. Many letter names share an auditory link with their sounds, thus effectively doing double duty as it helps bridge the gap between phonemic awareness and letter recognition to other phonics skills.

How to Teach Letter Recognition in Preschool

There are a couple of important strategies to utilize when teaching letter recognition in preschool.

Explicit instruction in letter naming
Sorting activities to differentiate letter shapes
Letter formation
Exposure to letters in a variety of text formats
Fluency practice in letter identification
Fluency and accuracy assessments

When planning letter recognition activities in the preschool classroom, keep in mind the following.

Preschool children have a wide range of skills and abilities.
Preschoolers may not all be ready to learn letter names at the same time, and never stay the same rate as their peers.
Use visuals, such as alphabet cards and beginning sound cards.
Practice “think aloud” strategies, which means to talk out-loud about the things you want your preschoolers to know and notice about each letter

Letter Sequence is Not Always Alphabetical Order

There are several guidelines to follow when determining an instructional sequence for teaching letter recognition.

Keep in mind that the suggestions below refer only to letter naming and letter identification, not to teaching sound spellings.

Prerequisite Skills for Letter Recognition

Even before letter recognition, there are a few other skills that should be taught.
Teach visual discrimination. This helps preschoolers learn to identify differences among lines and shapes. Visual discrimination can be taught in isolation and in “what’s different” or “what’s the same” activities.
Find visual discrimination activities here, here, and here.
Practice visual discrimination in the alphabet by sorting letters based on shape. Straight lines, versus curved. Tall letters versus short, etc. Letters versus numbers and symbols.

What Order to Teach Recognition of Letters

Teach high-frequency letters first. This means that it’s not necessary to teach letters in alphabetical order.
Letters with higher frequency will have more meaning and allow more opportunities for preschoolers to practice letter recognition skills in various text contexts.
Separate letters that are visually confusing. For example, if your preschooler is struggling with letters G and O, don’t teach them at the same time.
Once letters have been mastered in isolation, provide sorting activities for additional comparison and practice.
If your preschooler has a mature pencil grasp, teach letter formation in conjunction with letter recognition.
When possible, teach letters that are simpler to print, often those with straight lines, before more complex letters.

Want to Know More about Teaching Letter Recognition to Preschoolers?

Take all the guesswork out of it and grab the free download of my literacy scope and sequence for preschool.

This scope and sequence will show you exactly what literacy skills I teach my preschoolers and in what order for the entire school year.

Grab your FREE copy by clicking the image below.

Get Done-For-You Preschool Lesson Plans

Ever wondered what it feels like to cut your preschool lesson planning down to a fraction of the time while still being an effective teacher? Grab my preschool literacy lesson plans! They systematically lay out daily activities so you never have to go searching for the right activity to teach your preschoolers.

It’s all done for you here. Just print and teach!

Choose from both literacy and math.

And you can grab just the literacy centers, too. These feature more than ten letter recognition, beginning sounds, and letter formation printable centers!

Or save by grabbing The Complete Preschool Curriculum below!

Sarah Punkoney, MAT

stayathomeeducator.com/

Dyslexia in children: types, symptoms, causes, correction

What is dyslexia?

Dyslexia is a persistent violation of reading skills due to the loss or insufficient formation of the mental functions responsible for this. As a rule, with dyslexia, the patient perceives not letters and words, but visual images (Fig. 1).

Figure 1. Some of the lettering has been removed from the top paragraph, making the text almost unreadable. The image does not show what the text for dyslexics looks like, but helps to understand the feelings that a person with dyslexia experiences when reading. Source: Video footage from Daniel Britton's website.

Most often, this disorder is detected in preschool or early school age. It is also accompanied by other defects: often a violation of written speech - dysgraphia.

Causes of dyslexia

The disease is associated with both morphological changes in the central nervous system (CNS) and social factors.

CNS disorders

In the development of dyslexia, disorders of the brain centers responsible for speech and reading play an important role. To their defeat can lead to:

Traumatic brain injury, primarily with damage to the temporo-parietal region of the dominant hemisphere.
Infectious diseases affecting the brain: measles, rubella, various types of herpes infection, influenza, etc.
CNS lesions during childbirth, birth trauma.
Intrauterine hypoxia due to pathologies of the placenta, entanglement of the umbilical cord, congenital heart defects, etc.
Toxic damage to the brain in the prenatal period associated with the use of alcohol and drugs by a pregnant woman, hemolytic disease of the fetus, etc.

Social factors

Reading disorders can also develop as a result of psychosocial factors, among which most often the leading role is played by:

Lack of verbal communication with the child.
Pedagogical neglect - lack of training, necessary education.
The pace of learning new material is too high, including grammar.
Hospitalism is a series of physical and mental changes due to prolonged separation of the mother from the child, most often due to a stay in hospital.
General underdevelopment of speech, despite the preserved intellect and full hearing.

Who is at risk?

In most cases, early signs of dyslexia can be noticed already in preschool age. It is customary to talk about an increased risk of developing this disorder in the presence of the following circumstances:

Concomitant speech disorders.
Early start of teaching grammar in case of insufficient formation of oral speech.
Attending school at an early age, with psychological unpreparedness for learning.
The child is left-handed or retrained right-handed.
Use of several languages at once (bilingualism) in the family.
Prolonged or chronic diseases in early childhood.
Lesions of the central nervous system.

Classification

During reading various CNS structures and processes are used. Depending on the stage at which violations occur, it is customary to distinguish several types of dyslexia:

Phonemic. This disrupts the process of creating and recognizing phonemes - the minimum semantic units of the language, for example: side - tank - bull - beech, etc.
Semantic. It manifests itself in a violation of the understanding of the words, sentences, text read with technically correct reading. Associated with poor vocabulary.
Agrammatical. It consists in making mistakes when drawing up structures and is manifested by the incorrect use of word endings, tenses and cases (for example, “white cup”).
Mnestic. It is manifested by a violation of speech memory, as a result of which there is a difficulty in the ratio of letters and sounds to each other, their memorization. As a result, there is a shift and replacement of letters when reading, a reduction in the number of letters in a word, etc.
Optical. It is characterized by insufficiently formed visuospatial representations/associations, resulting in difficulties in assimilation and mixing of similar graphic letters and their mutual substitutions.
Tactile. It occurs in visually impaired and blind people who skip letters and syllables when reading the Braille alphabet, slip from line to line, and distort the meaning of what they read when retelling.

Complications of dyslexia

Complications of speech disorders are mainly associated with socialization, interaction with society. In childhood, dyslexia leads to poor academic performance and a deterioration in the learning process. Also, this pathology can be the cause of peer ridicule and, as a result, social exclusion. In the future, such factors lead to depressive disorders, an inferiority complex and other mental disorders. In adults, dyslexia is the cause of low working capacity or inability to perform certain types of work [3].

Symptoms of dyslexia

Dyslexia can be difficult to recognize before the child starts school. However, the first signs of pathology can occur even in preschool age. The clinical picture of reading disorders varies depending on age.

Dyslexia should be suspected if [3,5]:

The child starts talking late and slowly learns new words.
There are problems with the correct formation of words (rearrangement of sounds in words or confusion in words that sound the same).
There is poor memorization and confusion of letters, numbers and colors.
Difficulty learning nursery rhymes or participating in games that use rhymes.
Has problems with fine motor skills (eg tying shoelaces) and sense of rhythm.
The child is withdrawn, reluctant to communicate with peers or avoids contact with them for no apparent reason.

The most obvious symptoms of dyslexia occur during school age. These include [3,5]:

Reading well below expected for age, inability to define sentence boundaries, substitution of letters in words.
Problems with processing and understanding what the student hears and sees, differences between written and read aloud.
Problems with finding the right word or forming answers to questions, as well as remembering the sequence of things.
Difficulties in studying poems, multiplication tables.
Difficulties in perceiving similarities and differences in letters and words.
Severe spelling difficulties.
Spending a lot of time on reading or writing tasks.
Avoidance of activities related to reading, as well as refusal to read aloud.
Difficulties with perseverance, concentration, patience and organization.

Parents often find out that their child has dyslexia only when their school performance begins to suffer. Photo: Andrew Lozovyi / Depositphotos

Signs of dyslexia in adolescents and adults are similar to those in children. The most typical of them [3]:

Difficulties in reading, including reading aloud.
Slow and laborious reading and writing.
Spelling problems.
Incorrect pronunciation of names or words, problems finding words when building sentences.
Trouble understanding jokes or expressions that are difficult to understand because of certain words (idioms).
Inability to summarize or summarize the essence of the story or difficulty with it.
Problems with learning a foreign language.
Difficulties with memorization.

When to see a doctor?

Any signs of dyslexia should be the reason for seeking help from a speech therapist. Most children learn to read in kindergarten or elementary school, while children with dyslexia often fail to learn the basics of reading by this time. Reading errors at an earlier age can be normal.

It is important not only to identify the problem, but also to differentiate it. Grammatical errors and incorrect pronunciation of words when reading can be perceived by adults as a reluctance to learn, a lack of attention to learning, or a manifestation of low intellectual abilities. It is important to pass the appropriate diagnosis as soon as possible, because the sooner the correction is started using special, specialized learning conditions, the less difficulties the child will experience in the future.

Diagnosis

If dyslexia is suspected, a comprehensive examination is carried out, the purpose of which is to accurately identify the disorder and exclude other pathologies, including somatic ones, accompanied by similar symptoms. As a rule, the diagnosis is carried out by a speech pathologist.

The first stage of the examination is the collection of anamnesis data. This clarifies the presence of similar disorders in blood relatives, as well as pathologies of pregnancy, birth injuries and congenital diseases and other pathologies that could lead to damage to the central nervous system.

Next, a speech therapy examination is carried out, within the framework of which the following indicators are evaluated:

Formation of vocabulary, grammar, phonetics, sound pronunciation, coherent speech.
The state of written speech (copying from a sample, writing from dictation, independent writing).
Reading mastery level (rate, correctness, reading method, text comprehension, typical mistakes).
Status of speech analysis and synthesis.
The level of formation of visual recognition of letters.

If it is necessary to differentiate from neurological and mental disorders, a consultation of related specialists is prescribed: a neurologist, a psychiatrist. Hardware diagnostic methods can also be performed: electroencephalography (EEG), magnetic resonance imaging (MRI). Signs of visual disturbances are a reason to visit an ophthalmologist and undergo appropriate diagnostic tests.

Treatment

Working with a speech therapist helps you learn the basics of reading. Photo: uflypro / freepik.com

Currently, there is no method for correcting changes in the brain that cause dyslexia. However, early diagnosis and appropriate treatment can ensure good outcomes and the acquisition of life skills.

In most cases, dyslexia is treated with special educational methods. Hearing, sight and touch approaches are used to improve reading skills. Using multiple senses for learning—for example, listening to taped speech while tracking letters and spoken words with a finger—can help improve the processing of information received [3].

This treatment aims to help the child acquire the following skills:

Recognize and use the smallest sounds that make up words (phonemes).
Understand that letters and letter combinations correspond to certain sounds and words.
Be aware of the information read.
Improve reading accuracy, speed and quality.
Replenish vocabulary from recognized and understood words.

The choice of this or that method, approach directly depends on the causes and form of dyslexia, since the main emphasis can be placed on the acquisition of certain skills, for example, word formation or the development of auditory-verbal and verbal-visual memory.

In some cases, drugs from the nootropic groups (piracetam, aminophenylbutyric acid) can be used as an adjunct therapy to stimulate the formation of neuronal connections and improve brain activity.

Prognosis and Prevention

Children with dyslexia who start getting help in kindergarten or first grade often improve their reading skills enough to excel in primary and secondary school.

At the same time, children diagnosed with dyslexia in high school have a much harder time learning the skills necessary for good reading. They are likely to fall behind academically and may never be able to catch up. In severe forms of dyslexia, it is almost impossible to improve reading skills to a high level.

It is important to note that dyslexia is not the result of an intellectual disability. Despite the presence of reading defects, people with this diagnosis can be very talented and achieve significant success, for example in creativity.

Prevention of dyslexia is based on the correct stimulation of the necessary skills (speech, memory, thinking, attention) with the help of special exercises, including using educational games. An important role is given to the correction of defects in sound pronunciation, the lexical and grammatical structure of speech.

Conclusion

Without proper treatment, dyslexia can remain with a person for life. Nevertheless, early treatment allows you to achieve good results and acquire the skills necessary for studying in secondary and higher educational institutions. This makes it possible to live a full life without any restrictions.

Sources

Dyslexia International (2017) – Better Training, Better Teaching.
Surushkina S.Yu., Yakovenko E.A., Chutko L.S., Didur M.D. Dyslexia as a multideficiency disorder. Journal of Neurology and Psychiatry. S.S. Korsakov. 2020;120(7):1–7.
Dyslexia. Mayo clinic.
Dyslexia. NHS.
Association of Parents of Dyslexic Children.

Dyslexia in children what is the treatment of the cause

Discusia is a reading disorder in children. When working with text, when you understand and copy words, words, or when you understand the meaning of the entire text, you are making a persistent mistake. At the same time, the child does not have an intellectual disability, and other school subjects study at a reasonable level. Pathological tests are not detected in visual acuity tests.

In many cases, primary school children have been diagnosed with disks. It can be difficult for parents to read and write a little early. However, in the case of preschoolers, reading is not easy to tell children are still young, and full-time learning is still early. Parents say: "Everything works at school." And it's useless, because discussions don't heal alone.

Why is this happening?

Experts associate the onset of discia with the onset of delays and damage to specific areas of the brain and the onset of MMD (minimal brain dysfunction). One of the causes of reading disorders is a decrease in the function of higher-order neural activity. In fact, reading is a consistent spirit.

You can visually recognize characters in text.
Match the sound corresponding to each character.
Combine these sounds to create a syllable, words and sentences. understand the meaning of the sentences.

If you break this series of trends or break any chain of action, you will be donated.

Causes of dyslexia

The cause of the disorder is divided into physiological and social

The following is the following: the following:

Low fetal oxygen, maternal infections (rubella, herpes, measles, severe influenza), alcohol or drug poisoning.
Mechanical damage caused by difficult birth, use of assistive devices for prolonged labor pain.
Damage to the central nervous system of the child and due to frequent jaundice, nerve infections and diseases that wipe out physical strength.
There are other diseases (cerebral palsy, mental retardation) that affect the nervous system and brain activity.

Social factors can also influence the formation of higher mental activity.

Bilingual family
Absence of speech contacts required since childhood.
Neglect of childhood.
Unnecessary early learning to read and excessive desire of parents to raise children loaded with a nervous system.
It is also dangerous for children who are delayed in word development.

Types of dyslexia

Phonetic

The difference is that the sound is confused when reading. For example, "Tom" is replaced by "home" and "juice" is replaced by "shock". It is also possible to sort the phoneme in words. In this case, it is clear that phoneme recognition, analytical power, and synthesis power are reduced.

semantic

This condition is also called rote reading. Even if you read the sentence correctly, you cannot understand and read it. This symptom has characteristics such as an inability to analyze systems, low vocabulary, and an inability to understand the wording in a sentence.

anagram

The child does not understand the grammatical structure of the voice, and as a result, the correction of the words in the sentence is incorrect.

mnemonic

In this case, you cannot remember which sound corresponds to which symbols, so you have an inability to form a voice memory.

visual

Because visual space expression generation is not enough, characters with similar spells are confused. If the location is different even within the same element, it will be difficult to recognize characters such as "Y", "L", "P", and "H".

How to define dyslexia?

The children in the discussion often have unfair complaints from parents and teachers, but they are often called children who cannot learn. This is not a continuation of the reading time, but special additional and psychological support is required.

Since many of the children in the discussion are very talented in creativity and excellent in exact science, their own success is greatly reduced due to reading disorders of the character, which leads to a decrease in self-esteem. Because it will be done.

Parents should not scold their children and ask experts for help. To graduate is a direct deciding factor whether you can read and understand the information you have read correctly.

Who to contact?

The necessary tests are carried out by a speech therapist. First, assess the degree of development of common words.

Pronunciation problem
Sound Perception Ability
How to make a benkyo.
Understanding the formation of syllables and the grammatical structure of the voice.

In addition, speech therapists analyze the functions of higher mental activity. Assess the existence of accompanying conditions that affect the development of memory, the level of attention, thinking and the formation of reading.

Children may consult an ophthalmologist to rule out problems with visual acuity.

In addition, neurologists or psychiatrists may recommend consultations on brain function (brain waves, MRI).

Correction, treatment of dyslexia

Language therapists will help you deal with your child's discussions. Based on the results of the test, the type of reading disorder is determined, the cause is found, and the orthodontic measures of the treatment plan are planned.

Work on all the questions listed under voice processing and non-movement.

Complete the exercises to develop perception, phoneme analysis, and develop synthesis.
Have a grammatical voice structure and a concept of structure meaning.
Increase the number of active and passive vocabulary.
Improves the function of the audio device and adjusts the volume of the sound properly.
In addition, specific approaches to reading, comprehension and reading have been developed.

Indeed, it is extremely difficult to achieve results in the CD process without the cooperation and aggressive participation of the parents. At home, you should continue to study according to the method suggested by the language therapist. Parents should provide support and assistance in learning at school, taking into account the condition of the child.

Dyslexia is a specific partial violation of the reading process in children and adults, underdevelopment of the form of written speech, despite normal intellectual development and the absence of auditory or visual analysis disorders, manifested by persistent, typical and repetitive errors (Wikipedia). Manifested at the level of a word or syllable, reading printed words (recognition) or writing down words as they are heard letter by letter (reproduction), mixing / substitution of sounds, grammatical errors, distortion of the syllabic structure of words, expressed by the presence of serious difficulties, such as impaired reading comprehension. Such children have difficulty mastering the skills of spelling, pronunciation of words and written expression of thoughts.

Children with dyslexia do not develop reading, writing and spelling skills appropriate to their level of intellectual development (cognitive skills). Dyslexia is often accompanied by disorders such as dysgraphia and dyscalculia. However, in relation to younger students, dyslexia and dysgraphia should be defined not as a disability, but as difficulties in controlling writing.

It should be understood that dyslexia is a partial disorder of skills, and the inability to acquire a skill / complete loss of already formed reading skills is denoted by the word "alexia". In principle, damage to any part of the cerebral cortex as a result of a traumatic brain injury/stroke leads to dyslexia. Alexia rarely appears alone and is usually accompanied by dysgraphia (aphasia) and speech impairment (apraxia). It should also be understood that dyslexia, like dysgraphia and dyscalculia, is not a mental illness. The pathology of dyslexia refers to a neurobiological disorder based on both genetic and environmental factors that damages brain structures and is primarily treated with speech/educational interventions.

It is systemically known that reading and writing are new functions of higher cognitive activity and are acquired in the course of special education. In the learning process, the leading place is given to the latest areas of the cerebral cortex, mainly located in the parietal, occipital and temporal regions of the left hemisphere. To achieve these abilities, close interaction of auditory-visual-motor analysis and complex voluntary movements (coordination of eye and hand movements when writing, eye movement along lines of text) is required, sufficient development and ability to perform

This disorder appears/diagnosed during childhood, around grades 1-3, when the child develops atypical reading difficulties that cannot be explained by other developmental disorders (mental retardation) or inadequate preparation for school.

The exact consequences of dyslexia have not been documented. The literature indicates that the prevalence of dyslexia is 5-20% in school-age children with normal intelligence. The prevalence of dyslexia in men and women differs by a ratio of 4:1. Studies have shown that about 50% of children with dyslexia after 1-1.5 years of schooling have very poor or no ability to read, neglect the alphabet and individual letters, slow reading syllables, read only the letters of very familiar words and small letters. words and symptoms such as not understanding the meaning of what was read.

The result of dyslexia is poor school performance, low self-esteem in children, the formation of reading phobias and general "phobias of learning", a violation of the socialization process. When learning to read and write is difficult, this negatively affects the process of forming the child's personality, forming such traits as isolation, anxiety, etc., and the environment of the child (parents, peers, teachers) leads to laziness, disobedience, unwillingness. Delays often develop neurotic conditions (depression, oppositional/aggressive behavior, etc.) when the child is accused of negligence.

Most adult dyslexia is due to the absence or inability to cope with childhood dyslexia. In other words, children don't "get over" dyslexia! 70-78% of students with confirmed dyslexia have symptoms that persist into adulthood. Without proper/timely treatment, dyslexia can become long-term and chronic. Less often, dyslexia in adults develops as a result of a traumatic brain injury.

Despite various negative symptoms and consequences, dyslexia/graphism does not disable a person and does not stop a child's development/future. Andersen, Disney, Henry Ford, Einstein, Tom Cruise, Marilyn Monroe, Dustin Hoffman and other celebrities with dyslexia or dyslexia are imaginative and creative thinkers and can be used in life in many ways.

Pathogenesis

Dyslexia, according to modern concepts, is considered as a neurobiological disorder, which is based on dysfunction / underdevelopment of certain parts of the cerebral cortex, primarily the left parietal region, usually responsible for decoding / analyzing sound. and the left parieto-parietal region, which is responsible for the process of automatic recognition of easy-to-read words. Thus, in dyslexic reading, information is processed by alternative adaptive mechanisms in other areas of the brain.

There are several mechanisms by which dyslexia develops.

Violation of functional phonological memory - the ability to read letters, sounds and syllables (parts of speech) and remember their meaning in a short period of time.
Serial reading disorders (difficulties in memorizing sequences of symbols, their meanings, meanings in general, i.e., difficulties in perceiving whole syllables).
Vocabulary is insufficient and reading comprehension cannot be developed sufficiently.
Poor ability to automate reading skills requiring constant, repetitive practice over a long period of time.
Slow recall of words you already know.
violation of concentration
Increased lethargy/fatigue in children.

Classification

Classification is based on impairments to specific reading mechanisms that distinguish different types of dyslexia.

phonetic. This is the result of a weak development of phonetic synthesis, analysis and perceptual processes. Mostly observed in elementary school students who read with a partial permutation of syllables (for example, read "cat" instead of "current").
Semantic gibberish usually arises from poor syllable construction, misunderstanding of syntactic relationships, and lack of vocabulary. Children understand individual words in the text, but cannot grasp the meaning of what they read.
countryside. It consists in errors in the set of structures, manifested in the inappropriate use of endings, tenses and cases (for example, "white cup").
mnemonic. Due to problems with the association of letters and sounds / violation of acoustic memory.
Visuals are characterized by poor formation of visual space and context. They may not be able to focus clearly on legible lines, break reading order, see words backwards, or have difficulty graphically displaying similar letters (B-Z, DL, etc.).
is simple. Reading in ABC Braille is a typical example for people with poor eyesight.

At the same time, phonetic-semantic/descriptive forms of dyslexia are due to the deficit of the vocal function, and mnemonic/visual-visual forms are due to non-forms of mental function.

Causes

The etiology of dyslexia is multifactorial, including genetic predisposition and environmental risk factors. They distinguish between different causes of dyslexia.

Genetically determined inability to read. Dyslexia onset commands (DCDC2, DYX1C1, ROBO1, KIAA0319, C2ORF3, MRPL2) adversely affect neuronal migration control, alter normal cortical morphogenesis, and disrupt neuronal cellular and network levels. The result is a disruption in learning processes that require timely, rapid, and accurate integration of the nervous system.
Preceding early pathology (decrease in the structure of the brain due to hypoxia) - placental manifestations, umbilical cord dysgenesis, placental abruption, fetal asphyxia during prolonged labor, traumatic brain injury using methods of obstructive mechanical impact, postpartum trauma, etc.
Toxic effects (with maternal alcoholism, unregulated drug intake, maternal diseases (diabetes mellitus, kidney disease, etc.), fetal and maternal incompatibility, kernicterus in newborns).
Infectious effect on the structures of the brain and child in postpartum diseases of the mother or child (neurosis, measles, mumps, rubella, herpes, poliomyelitis, influenza, infectious hepatitis
Drainage/lunge on the left.
Psychological trauma of early childhood.
Social factors such as poor verbal communication, adverse language, environment, bilingualism, early start/high attitude towards learning, and neglect of education.

Below is a schematic summary of the main causes of dyslexia.

Symptoms

The symptoms of a child's discs vary greatly depending on the characteristics of the type of discia, age and spirit of the children. In addition to the unique symptoms of each disc shape, most children have common symptoms.

The main signs are as follows. Reading comprehension, conspicuous letters, pronunciation sound disorders, unauthorized use and understanding of words, vocabulary poverty, sound structure of sound and text (changes in character and systems, multiple systems, positive reading reading). Insert words, inconsistencies, inconsistencies, lack of detailed sentences), easy to read sentences, masking of ranges, numbers and speeches, and difficulty in reproducing 3 to 5 sounds and words.

Children's discussions often have the following signs.

Rapid degradation.
Complaining that you have a headache after reading.
Poor attention span/memory problems/lack of coordination
Avoid reading/performing.
Increased hyperactivity / agitation.
Attention disorders/distracted attention.
Vivid emotional reaction.
get annoyed.
This is poorly organized.

Adult disc symptoms are almost the same. At the same time, adults can "hide" characteristic symptoms during discussion. Adult dysfunction in principle with psychological difficulties such as emotional instability and psychological stress. Lack of memory and tendency to daydream, difficulty focusing on a problem, tendency to lose interest quickly, desire to avoid reality, fear of making mistakes, and high levels of anxiety.

Tests and diagnostics

Diagnosis of Discussion is performed by online discia tests based on a history of ceramic and linguistic tests, including reading, writing and conversational formation characteristics. "Credit", "Hit/Rub/Hit", "Rhythm", "Repeated Numbers", etc. To collect anamnesis, discuss with children and parents, clarify pregnancy complications and the presence or absence of illness of the mother during this time, which children got sick, characteristics of identity language formation and academic evaluation of children at school. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Included. Questionnaire

The content of the accounting test is as follows.

Oral sound diagnostics (sound pronunciation, phonology development, Word/Syntax sound structure, athletic ability/sound control device).
Writing Diagnosis (Evaluation of writing tasks: listening to ears, writing sentences from sentences, writing from sentences, independent spelling, assessment of correct writing and understanding of the content you read).
Neural psychological diagnostics (including elucidation of levels of intelligence, memory, analysis, synthesis, visual and spatial orientation, etc.).
Checking by otolaryngologists and ophthalmologists, the state of hearing and visual function is grasped and evaluated.

Treatment of dyslexia

Children's discia is not only a reason for learning. At the same time, children with these disorders have emotional disorders, attention deficit disorder, hyperactivity, etc., so the treatment method must be complex.

Treatment of children's discia

It consists of timely speech therapy to help the protagonist and psychotherapy. The occupation of children in these areas increases their self-esteem, prevents neurosis, and increases efficiency. It is important to motivate the class and avoid coercion. There are various methods of working with such children, one of which is the Davis method. The dyslexic American sculptor Ronald D. Davis developed the system presented in this book. He organizes the International Dyslexia Correction Association and conducts seminars for physicians and teachers around the world. Every country has branches that operate this way.

In Ronald D. Davies' The Gift of Dyslexia, he describes a method of gradual correction. Children with dyslexia think of "pictures" or "images" and when they encounter unfamiliar words without "pictures" (such as prepositions and pronouns), they go into a state of confusion where they cannot understand the words, cannot read them, or do not understand their meaning. Davis suggested how to eliminate or disable the disorientation. His method was developed for tactile dyslexia, where children learn to perceive objects on a regular basis by developing spatial awareness. The Davis method includes the following steps:

The evolution of the alphabet
use words and symbols
Ability to organize and understand words in a specific order when reading.

The method of Mastering the Alphabet consists in the liberation of letters from phonemes. In this case, the characters become independent from the children. Licking, saying the names of the letters to make sense. In the development of writing, children form objects that represent what the word means to them. At the same time, it creates a fixed image that retains the spelling and meaning of the font for a long time. Thus, he creates a stock of "visible" words, recognizes them, understands and therefore does not get confused.

In addition, classes are held in different ways in Russia (Chirkina G. V., Korneva A.N., Egorova T.G.). This condition interferes with the processing of letters that the child sees. Many methods increase the activity of the visual cortex of the brain. With all types of dyslexia, graphic images of letters are formed. Corrective speech therapy aims to work with all aspects of a child's speech disorder. Rehabilitation programs are compiled individually.

Correction of dyslexia is morphological in nature and requires a speech therapist to work with the child.

In the audio format, you need to work on the pronunciation of sounds, and in the process of training, problems with the pronunciation of sounds will be solved. It also forms ideas about the composition of words by sounds and letters.
In rural areas they form a system of correct word formation.
The semantic form requires mastering the grammar of speech and enriching the vocabulary.
In mnemonic form, it develops into children's memory and speech.
The visual format requires the development of the child's visual-analytical skills and the ability to visualize words.
Children will learn to express words and spatial representations of objects through their tactile forms.

Dyslexia classes in elementary grades are organized in a playful way to keep the child interested. Usually this is on cards with a single root word, looking for words from the original sound, looking for cards with specific words that the teacher says, etc. Various exercises are presented on the Internet, but please recommend a speech therapist who will determine the specifics of the exercises for your particular case (a form of dyslexia).

Reading comprehension develops gradually in children. Egorov T.G. makes it clear that there are several stages in learning to read.

Be analytical. Be analytical.
This stage absorbs sound. Children learn to connect words and read whole sentences.
Automation of reading skills to develop reading fluency, but meaningful.
Improving reading skills (in this case, you need to understand the meaning of texts of your age.

Parallel to speech therapy, it is essential that parents continue their classes and provide comprehensive support at home.

It is unacceptable to humiliate or tease a child because he does not read well, it is important to always show the child love and value for the family.
Read this aloud. Thus, the child can better understand and assimilate information, as well as reduce the load on the brain. Reading by ear increases vocabulary and does not form "redophobia". Reading aloud and discussing what you read helps your child and is important homework.
Reading aloud takes time, so don't overdo it. Make it easier for children to read for themselves.
Explaining unfamiliar words while reading is effective in improving comprehension and increasing vocabulary. Children should be encouraged to ask questions about words they do not know.
Make use of everyday online communication and gradually expand your offerings.
Note that increasing the spacing between letters and words improves readability and speed.
A French-Italian team (led by Johannes Ziegler) developed the "DYS" app for iPad and iPhone. The program allows parents to choose reading styles and adjust the distance that is comfortable for the child.

drug therapy

Drug therapy is effective and aimed at activating the mental functions and capabilities of the brain. Treatment may include antipsychotics, sedatives, and antidepressants, depending on the situation. In particular, psychotropic drugs play an important role.

The use of psychotropic drugs (piracetam, nootropil) and preparations of γ-amino acids (picamilo, phenibut, pantog) promotes intraneuronal metabolism and promotes the development of new permeable compounds. Angioprotectors (inchenon, actovegin) improve cerebral microcirculation.

Childhood dyslexia is a reading comprehension disorder caused by a violation of higher mental activity due to underdevelopment or damage for some reason to certain mental functions. This disease strongly affects the perception of printed text. Children with such problems do not always correctly understand the meaning of what they read, skip words and whole sentences, which affects their verbal and psychological resources. Specialists of the SM-Dotor clinic conduct a thorough examination of children with suspected dyslexia and organize individual and group sessions to correct this disorder.

General

In many cases, discussions are diagnosed in lower grades in pre-education or in the first year of elementary school. Teachers and parents notice that when they read to their children, their individual sounds are not produced, swallowed, and the pronunciation is strange. In addition, there is a problem with the perception of punctuation, and when reading it, it can be confused with the end of a sentence and the end of a sentence and read it in the wrong tone.

In most cases, the signs of lower classes and youth acquaintances include symptoms of documentary disorders (another higher order mental disability related to character disorders).

Causes of development

Experts believe that reading disorders are the result of disorders of the central nervous system, and that many pathological conditions of neurological and neurological properties are involved. The following is the cause of the child's discia:

Hypoxia (deficiency of oxygen in the brain) occurred during the child's life or during childbirth.
Drugs, banned substances, alcohol, nicotine toxicity in fetal formation.
Various infectious diseases that are infected during uterine growth and childhood and affect the brain and central nervous system (eg, rubella, measles, chickenpox).
A head that was also obtained due to independent conditions during childbirth, and then mechanical damage to the brain.

In addition, the following causes of language disorders can be considered:

Brain injury
Long term illness.
Unreasonable or excessive use of powerful drugs.
Neuropathy

Some experts, especially inherited as the reason for the discussion. If a close relative has a problem with comprehension, perception and regeneration of letters and audio, the child may experience similar problems.

List of social factors that can influence the formation of higher spiritual activity:

Failure of voice communication
Interacts in languages other than family and environment.
Hospitalization syndrome, child separated from mother and due to negative situations.
Educational malpractice
Teaching elementary reading and writing skills too soon or too late.
Emotional atmosphere at home is bad
Look at the many tasks and responsibilities, categories, circles and domestic problems, when a child is forced to solve his own and adult problems at the same time, please.

The main conditions in which discia symptoms appear in children before school and lower scores are underdeveloped and underdeveloped audio phrases.

Classification

If the child cannot distinguish between individual characters and letters, the doctor will be diagnosed with a linguistic disorder if the entire child does not understand the language or text.

Due to the mechanism of sound perception of children, the following types of discia are distinguished.

It also develops due to a violation of the ability to recognize, analyze and distinguish between sound, individual sounds, characters and syllables.
In terms of meaning, the vocabulary is weak, and an individual syllable cannot be associated with the whole word.
If you don't understand the structure of the language or the structure of the language, it's called astratic.
"Japanese", which is difficult to associate with sound and letters, suffers from voice memory impairment.
Insufficient formation or abnormal formation of the visual, visual space of perception.

In addition, the tactile disturbance is also different. This disability is usually seen when a visually impaired child is unable to recognize a symbol using tactile sensation.

Symptoms

In addition, the characteristic symptoms may differ depending on the form of disability. The main symptoms of drives in pre-school and primary school students are as follows.

When reading or speaking, change the order of words, numbers, symbols and syllables.
Inappropriate use of pairs and whistle sounds, confusing characters with similar characters and pronunciation.
Poor vocabulary
Communication with a short non-derivative or small general sentence.
Irregularity
Destruction of the order of individual sentences in reading and speaking.
Reading is difficult.
The power of remembering content learned in reading is low.
Inappropriate use of case, adjectives, numbers and verbs.
Gender, number, case and other parts of speech.
Individual sounds during pronunciation and characters during reading fall out of the word.
"Mirror leading" to reproduce sentences written from right to left.
When reading, you often jump from one line to another line and you won't know where it left off.

Also, you may not be able to understand it with your ears, you may not be able to understand the repetition, you may not understand at all, you may not understand the wrong meaning, or you may not be able to focus on long conversations for a long time.

Diagnosis

Children who show signs of a reading disorder should undergo a sequential rating of language therapy, which is sequentially assessed for the quality of processes other than voice, writing, reading and audio ability (attention, ability to concentrate on sentences, memorization, etc. . ). I have. Also check the sound status, vocabulary clarity, utterance characteristics, and hand exercises.

As a rule, diagnostic tools can be divided into three areas.

This is an evaluation of oral sound, including studies of the pronunciation characteristics of children's voice, the amount of vocabulary, the degree of voice and phonetic development, and the ability to correctly process language structure.
Rewrite text, evaluate writing skills to complete various tasks such as letters to hear with ears, words and independent word and sentence spells.
Neural psychological assessment. Includes analysis of the visual and spatial direction of the child, the degree of visual recognition and memorization of printed materials.

In addition, language therapists can instruct neurological and ophthalmic tests. An important step in diagnosing a disc is the study of the children's lifestyle, environmental characteristics, and home psychological conditions.

Correction of dyslexia

The choice of tactics for the treatment of child donations depends on the pattern of disability and severity. In the classical approach, language classes are held, experts taught sound and formula to children, teach that sound and letters are correctly associated with words, as well as visual recognition and general textbooks. A system that helps you learn memorization.

Ronald D. Davis has developed an unconventional treatment for this disorder. His approach is to create imaginary landscapes of printed letters to fill in the gaps in children's perception and improve their visual memory of texts.

Correction of dyslexia is always individual and there is no optimal approach for all children with dyslexia. Medication may be needed, and specialists may work with child psychologists to develop treatments that are appropriate for the child's characteristics and circumstances.

It is important to understand that speech and writing problems do not disappear on their own as the child grows. In addition, the disorder may worsen, requiring more painful and time-consuming treatment. Parents who notice the slightest signs of dyslexia in their child should immediately seek help from a speech therapist or psychologist.

Dyslexia needs targeted correction. A child's ability to read, understand and memorize texts depends on his performance in school and college, the quality of his relationships with peers, the opposite sex, mentors and teachers, his determination and ability to achieve goals. Adolescents with dyslexia experience communication difficulties and perceive flaws and illnesses that affect their psychological well-being and overall personality development.

Prevention

Measures to prevent higher cognitive impairment in children include:

Expectant mothers follow safety rules and medical advice.
Avoid Smoking, Alcohol and Drugs During Pregnancy - Avoid Smoking, Alcohol and Drugs During Pregnancy
To prevent head injuries in children.
Literacy education, early reading and writing.
Constant verbal communication with children.
Develop manual dexterity.

Experts advise adults not to communicate with children after infancy using misspelled words or dwarf suffixes, to correct misspelled words, and to teach children to pronounce words correctly.

If your child does not read well, do not immediately consider this laziness or inattention. You may have symptoms of dyslexia. Sign up for a consultation at the SM-Doctor clinic, find out the cause of the trouble and tell me how to eliminate it.

Doctors

Children's polyclinic M. Voykovskaya (Clara Zetkin)

Children's clinic m. Marina grove

Parents often find that their children have serious problems with reading reading with reading reading . To find out if your little student needs professional help, watch for the mistakes they make.

GROUPS OF ERRORS IN READING DISORDERS:

1. Not understanding what the child is reading (mechanical reading)

2. Word matching errors (SEVEN BALLS, RED SETS).

3. Omitting, adding or rearranging sounds or syllables (for example, when you see the word HEIMONAS, you can read it as EARTH).

4. Substitute sound likeness: VOICE for deaf and vice versa (BARELLI - NEFRO, HOUSE - TOM). sounds like (Ch-T, Ch-C).

5. Replace with similar characters (X-F, M-H, B-C, W-W-C). For example, when reading the word PINELO, children have difficulty naming the first letter (Ш, Ш or Ц).

6. Do not mix sounds like R.Y.B.A., but read the letters one after the other at once.

If there is such an error, there is the possibility of a discussion. In this case, be aware that the error persists.

Even if such children do well in other activities, the development of reading will inevitably cause problems. You can definitely erase the letters, not repeat the reading (or cannot be repeated), read very slowly, and have a pen or pencil abnormally during the letters.

Of course, if such a violation, children will hate reading aloud and letters. In addition, the movement of children may be a little awkward, or it may be difficult to distinguish between left and right. These characteristics often include memory loss, impulsivity, (sometimes inhibitory) hyperactivity, reduced writing power, sloppiness, delayed writing, and reading from friends.

CASES FROM SPEECH THERAPY:

Gordy (9 years old

It was confirmed in the test that there was a problem with attention, visual, hearing and memory. Especially in case of complex sentences, it is difficult to read the text. From the age of five he went to the language classroom therapy to eliminate the flash of common words

As a result of additional training by the language therapist Gordia, the academic abilities of the school, Russian and the world around me improved.Concentration and stability of attention were improved.

Nikit a-chan (8 years old

At school it was difficult for me to get used to the Russian language. I read it very quickly, read without marking the sentence boundary. As a result of reading, symbols and words were often replaced, and the information received was incorrect. During the class I had no concentration and could only attend classes for a short time

After the linguist lesson he began to read at a moderate pace, he understood correctly what he was reading

Roman (11 years old

In his kindergarten difficult to read or have many grammatical errors Relying on linguists in kindergarten, the child was rejected because all sounds were created by all sounds There was a problem with reading and writing at school You can replace, mix characters, read slowly and not understand that sentences are read.When I was in elementary school, I had a lot of spelling errors in writing, and I replaced and lost letters.I found it difficult to write a manuscript with a presentation.I read, I get an error.

After a month of speech therapy class, I read the book, noticed my mistakes and began to correct it. Double offers can now be made correctly. Classes continue.

CAUSES OF DYSLEXIA CAN BE:

There is a genetic cause.

This is the history of hereditary dynamic reading. If either of your parents violates this, it is worth observing the child closely, and if you have any signs of such signs, you will be diagnosed by a language therapist.

Organic reason.

When a certain part of the brain involved in reading has an obstacle.

Functional reason.

Here you can distinguish between internal and external factors.

Frequent and prolonged illnesses inside.

Children's external language development (ZRR), bilingual (double language), incorrect talking about familiar environment.

Pathological factor

Complications during pregnancy, childbirth or after-1 year after birth.

HOW DOES DYSLEXIA BE DETECTED?

To identify discussions, experts diagnose in conversational, literary and cognitive processes. Language therapists carefully study children's developmental characteristics, especially language formation, and diagnose the state of athletic ability of the tongue and fingers. I'm wary of schools that lead to topics like Reading and Russian. As a result of admission, a conclusion can be shown, and an additional diagnosis by a pediatric neurologist or other experts may be recommended.

DYSLEXIA CORRECTION

Can this disorder be removed? Yes, it is important to understand that in order to solve this problem, it is necessary to correct the target by several experts (speech therapists, defective doctors and neurologists). Firstly, it depends on how well the child can do in school. The faster you start working, the higher the effect.

In the classroom we will correct both verbal and written weaknesses and improve cognitive processes. When doing tasks with a child, don't put too much burden on your child. The absorption of all information must be done in a preferred environment without creating a negative impression on the students.

PREVENTION OF READING DISORDERS

Prevention of discission requires classes to develop attention, thinking, reasoning, memory, fine motor skills and spatial cognition from age to school. For example, games such as "spotting for differences", "correct hue" and "searching for vowels" prevent errors to replace characters, such as developing visual expression like children.

It is important to detect language disorders in children early, make corrections and prepare for a dipo.

We recommend practice to acquire the ability to "speak" and "write" from childhood. Use a game that promotes development to develop a cognitive process for children to think and recognize the world around them. For example, games like "Lost Character Input" and "Crossword Solving" are interesting and convenient. Let's play with a child

Fime Speech Therapist

Detailed information and booking to serve our center is available at 640-38-55, document or the following forms.