Within the group of 'dys'-type disorders, dyslexia is one of the most common. The importance of the problem can be demonstrated by the fact that dyslexics are entitled, for example, to benefit from special rules for passing the matriculation examination. The disorder does not mean that the patient has intellectual deficiencies, but if left untreated, it can worsen and significantly complicate life. What is dyslexia, how does it affect functioning and what can be done about it?
Dyslexia is classified as a specific developmental disorder of school skills. In this case, the problem relates to reading - both the speed of this activity and the comprehension of the meaning of texts.
The disorder is quite common, according to available statistics around 10 to 15% of the population, with boys more often affected. Despite its prevalence, the causes of dyslexia have still not been clearly established. Genetic factors (according to some researchers, up to 49% of parents of children with reading difficulties also suffer from dyslexia) and anatomical changes in the brain are postulated to be involved, in addition to perinatal complications.
In order to diagnose dyslexia, a series of tests assessing, among other things, the general level of intelligence must be carried out. If abnormalities in the learning process are ruled out, and the reading performance is below what is expected for the age and level of intellectual development, then the disorder can be diagnosed.
Symptoms of dyslexia
Dyslexics usually take much longer to read and write than other people. In addition, they tend to confuse similar letters, such as 'b' with 'd'. Patients with the disorder may arrange words in an incorrect (or unusual) formation, and difficulties may also include learning new words.
In the case of dyslexia, memorisation is also more difficult, as long analysis of the next sentence and its meaning may cause previous fragments to simply slip from memory and make it difficult to understand the whole text.
Prior to the symptoms mentioned above, there may be (already in a young child) signals to classify the patient as being at increased risk of developing dyslexia. These include:
- problems distinguishing between right and left sides,
- noticeable difficulties with co-ordination of movements, e.g. during play,
- late onset of speech, and once the child starts speaking, problems with using complex, more difficult words,
- ambidextrousness.
photo: panthermedia
Impact of the disorder on school and out-of-school functioning
It must be clearly emphasised that dyslexia itself is not due to an intellectual impairment: most patients with the disorder have an intelligence quotient around the average. Even with diagnosed reading problems, a lot can be achieved, examples being dyslexics such as the film director Steven Spielberg, the actress Whoopi Goldberg or the writer Christian Andersen.
If a dyslexic child is left to his or her own devices, the problem can only grow. Such a patient, due to their difficulties, may have less and less desire to educate themselves. If he or she puts in a lot of effort to learn and does not see the results, frustration may be experienced and this may manifest itself in aggressive behaviour both at school and in the home environment.
At the stage of entering adulthood, the dyslexic may even give up education, sometimes based on the fact that he or she treats himself or herself as stupid - which, as already mentioned, is simply not the case.
