Diagnosing dyslexia in a person is not an easy task. Beyond the symptoms, there are no specific imaging methods to guide and certify the pathology. So how is it detected?
Getting to diagnose a person with dyslexia is a process that does not have to be short or fast.
On the contrary, health teams take their time to determine the existence of the disorder, since it opens up a range of possible treatments and approaches for the future.
The quality of life of the person with dyslexia may be useful, but that will depend on early detection and subsequent support.
Multidisciplinary therapeutics is the key to incorporating the patient into a healthy and social life.
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To diagnose dyslexia, you have to start by defining it. It is a learning disorder, accurately reading and writing, with an appearance in childhood, associated with the lack of reach of specific parameters that expected at each age of the child.
What is striking is that people with the disorder do not usually have an associated problem that explains it from the outside.
That is to say. No physical or psychic alterations detected that determine the existence of the failure in what they learn.
A dyslexic child does not learn the alphabet and has trouble identifying letter by letter.
The sounds of the words also become strange to him, with severe obstacles to knowing what he is reading, to the point that they change syllables when reading, they replace or distort them.
When they detect that they have interpretation difficulties themselves, the reading becomes slower and more hesitant.
Some authors focus on the definition of the problem on the ability to decode the message.
That is, the child with dyslexia has not developed the ability to assume the code with which others speak, so something stops the transformation of the word into meaning.
Children with dyslexia have a learning problem. In particular, reading and writing are difficult for them.
Arriving at the diagnosis of dyslexia is complicated when it depends, almost not at all, on the interpretation made by health professionals. In the absence,
Of confirmatory tests in their entirety, criteria met to establish the presence of the disorder.
It is perhaps the initial and most prominent sign. In dyslexia, the child misreads because he uses multiple failed tools to arrive at a supposed meaning for the words.
Change one letter for another, modify syllables, rotate words and sounds, repeat and read very slowly.
Once you have finished reading, you may not know what the text was saying, since the sound of the alphabet does not correspond to a cognitive meaning already worked out in your mind.
The reading difficulty affects, without doubts, in writing. In dyslexia, there is a repetition of the errors of the previous point when writing thoughts.
Letters omitted, syllables changed, punctuation marks do not exist, or placed in places that make the text unreadable.
The dyslexic syntax is inadequate because it lacks tools to express itself. Not always, but sometimes, the doodle of the letters also changes for the worse, as a sign of difficulty.
It is not uncommon for dyslexic children to arouse the curiosity of teachers to have such functional intellectual capacity in almost everything, except in language and Spanish.
There is no mental retardation, far from it, and the maturation of many of the development areas is within expected parameters.
At school, which turns out to be the leading detection site for dyslexia, students with the problem do not complete language tasks correctly.
If they asked to point to capital letters or to find words in a letter soup, they lost in the job.
The ordering and sequencing problem sometimes extends to other more mathematical and geometric areas, although it is not the rule.
When this expansion of difficulty does occur, children do not learn to multiply or order the days of the week, for example.
Dyslexia can be suspected and diagnosed when very noticeable stress affects the lives of children who have problems in schools.
The mere fact of falling behind the evolution of their peers is enough to initiate physical and emotional symptoms.
Behavioral disorders tend to relativized in educational establishments.
It assumed that a small problem is a consequence of their lack of interest in learning and vice versa.
Little by little, the person with dyslexia enters a category of second-class students, with whom you don’t have to waste time because, anyway, he won’t learn.
Some patients are diagnosed with depression before dyslexia detected. And also time wasted on the wrong name for their condition delays professional help. They even prescribed medications that do nothing.
The behavior of children with dyslexia altered. Often, they may feel more stressed or depressed.
Since there are no complimentary diagnostic methods, such as MRIs or brain scans, that lead to the diagnosis, it is valid to ask: who makes the diagnosis and how?
Within learning disorders and their approach, we say psycho-pedagogues, speech therapists, and neuropsychologists the specialists trained for this task.
Through joint testing and evaluation, multidisciplinary teams can meet criteria that raise suspicion.
In the end, a report signed by the health team will be the diagnostic certificate, and, at the same time.
Andthe positive response obtained from the appropriate stimuli for dyslexia will support expert opinion.
The next step is the family and educational commitment to adapt the knowledge acquisition process to each child’s journey.
There is no fear of arranging a consultation with the psychopedagogy offices that exist in schools and health centers.
As parents or caregivers, getting a dyslexia diagnosis early can completely change a child’s future evolution.
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