Dyslexia: Everything You Need To Know

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What is dyslexia?

The characteristics of dyslexia include difficulties with word identification, misspellings, and interpretation. These language-related difficulties frequently interact with cognitive capacities, problem-solving techniques, and academic aptitude.

The most prevalent learning disability in children that lasts a lifetime is dyslexia. Dyslexia can range in intensity from moderate to severe. The prognosis for a dyslexic youngster is better the earlier they begin therapy. Still, it’s never too late for a dyslexic person to learn how to sharpen their language skills. 

Symptoms and Indications of Dyslexia

The domains of memory, organization, and coordination are all impacted by dyslexia. Every individual with dyslexia will experience the condition uniquely, which means that they will all have different strengths and challenges.

Although it can be challenging to identify dyslexia symptoms before a child starts school, several early indicators may point to a problem. The class teacher can be the first to identify an issue once the youngster is old enough to attend school. Although the intensity varies, the challenges become more apparent when a youngster begins to learn to read. 


Early-Life Dyslexia Symptoms
Among the indicators are:

Having trouble picking up nursery rhymes.

inability to focus, remain motionless, and listen to stories.

learning to sing or recite the letters is difficult.

jumbles words, such as flutterby and cubumber.

unable to maintain a basic beat.

finds it difficult to follow two or more instructions at once.

forgets things like color names, teacher names, and friend names.

inadequate distinction between sounds.

confusion between terms with directions, such as up and down.

Sequencing problems, such as with colored beads or school procedures.

replaces terms, such as “lamppost,” with “lampshade.”

Indicators of Dyslexia in Elementary and Secondary Education

Here are some general indicators to watch out for:

Processing speed: sluggish for written and spoken language.

Lack of focus.

having trouble adhering to directions.

losing words. 

Several concerns raised by academics include the following:


Written work difficulty in comparison to spoken abilities

produces sloppy work with a lot of crossed out words and terms that are repeated, such wipe, wype, wiep, and wipe.

Writing alphabets backwards, in particular b/d, p/g, p/q, n/u, and m/w

Handwriting is poor, with several “reversals” and unreadable letters and numbers.

varies the spelling of a single word, such as woud, weeuld, etc.

Create word anagrams, such as bread for beard and tried for tried.

Poor pencil grip.

writes random word or letter combinations. 


reading progress is slow.

finds it challenging to read by combining letters.

has trouble understanding words’ beginnings and ends.

unusual word pronunciation.

inadequate reading and comprehension expression.

reluctant to read out loud.

eliminates or adds words when reading.

fails to identify familiar terms.


Place value misconception, such as using units, tens, or hundreds

puzzled by operational symbols like the + and x symbols.

Having trouble recalling tables, days of the week, and months

Understanding concepts is difficult—yesterday, today, and tomorrow.

has trouble understanding analogue time. 


Tables, poetry, questions, and answers are typically learned by rote. This indicates memory problems.

bewildered about which way is east and which is west, as well as which way is up and down.


Avoidance strategies for finishing academic assignments include browsing for books or sharpening pencils.

“Dreamy” doesn’t appear to be paying attention.

Distracted easily.

withdrawn or agitated.

Is overly exhausted by the amount of focus and work needed.

Dyslexia is an ongoing issue. On the other hand, skill development can be facilitated by appropriate therapy and early identification and evaluation, which assist identify individual needs. 

Methods and Treatments

Since dyslexia is a lifelong condition, early intervention is the primary line of treatment, which is then followed by a multisensory teaching strategy and emotional support.

Counsellors can better assist a dyslexic child if they receive a diagnosis as soon as possible. A dyslexic child can greatly overcome his challenges and lead a better life with the right coaching.

The goal of treatment is to assist your child:

Learn to identify and utilize phonemes, which are the tiniest sounds that makeup words.

Recognize the letters and letter combinations that stand for these words and sounds (phonics).

Understand what they are reading.

To improve reading accuracy, speed, and expressiveness (fluency), read aloud.

Develop a lexicon of understood and acknowledged terms.

Among the methods that are applicable are:

The Multiple Sensation Method

The use of multisensory learning techniques is essential in helping a dyslexic child. Academic ideas are divided into manageable chunks that can be comprehended through the use of touch, smell, and sound as multisensory inputs.

A therapist can help a dyslexic youngster learn letters, numbers, and other academic ideas by using sensory elements like sand, salt, water, and slime.

Counsellor’s Provision of Emotional Support

A counsellor who works with the teacher at the school is necessary for a youngster who struggles with dyslexia. This facilitates the child’s ability to work at his peers’ pace. 

It’s also important to understand that a child with dyslexia won’t intentionally be uninterested in studying; rather, this is a sign that the child needs extra help understanding academic topics. A child with dyslexia may be granted accommodations including as more time, a writer, help taking notes in class, and the use of study techniques like acronyms, mnemonics, and underlining key phrases. A dyslexic youngster can be trained by a therapist to write using computer-related word documents, which will allow the child to make fewer spelling mistakes.

A dyslexic individual will also need counseling to manage the emotional issues and stress of working longer hours.

Helpful Technology

The market is filled with assistive technology that help those with dyslexia in reading, writing, math, and organization.

Some instances are:

software on computers for text reading and writing.

Use of portable electronic devices for work and education organization, communication, and text reading.

specialized tools to assist with daily work, such as talking dictionaries, scanners, reading pens, and calculators.

Parental assistance

Parents of children with dyslexia diagnoses can help their kids in any way they can. The following rules are for the parents: 

Early problem-solving: identify the child’s challenges as soon as you can.

Collaborate with your child’s educator: collaborate with the educator and a counsellor to comprehend the child’s issue and the part you can play in their existence.

imparting organizing skills such as maintaining routines, adhering to a set timetable, and keeping items in their designated rooms.

Children with dyslexia are typically gifted in specific areas, so parents should support their abilities.

Read aloud to your child starting at six months of age to promote reading. Set aside time for the whole family to read so the youngster can pick up skills from you.

Dyslexics shouldn’t feel constrained in their academic or professional endeavors. The majority of universities provide extra time, trained tutors, computer software as learning aids, record reading assignments, extra time, and writers for tests as special accommodations for dyslexic students. Dyslexics can pursue careers in corporate leadership, invention, entrepreneurship, or any other field they choose. Despite struggling with reading in school, a large number of well-known dyslexics have achieved great success in these and other professions.

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