Dyslexia
Dyslexia primary and secondary schools
Dyslexia is a specific learning disability in which children and adults have difficulty reading and spelling at the word level. It is caused by problems with phonological awareness, which affects the ability to correctly process sounds and letters. Dyslexia is often characterized by persistent problems with word recognition, spelling and automating reading skills. This disorder can be diagnosed beginning in late grade 4 and has a lasting effect on language processing.
What is dyslexia?
Dyslexia is a specific problem with reading and/or spelling that occurs at the word level. About 10% of children in regular primary education have reading and/or spelling problems. Of this group, over 4% actually have dyslexia. Dyslexia can be diagnosed from the end of group 4 by a GZ-psychologist or orthopedagogic generalist. A dyslexia declaration is valid for life.
Cause of dyslexia
The cause of dyslexia lies in phonological awareness, which refers to the ability to recognize and manipulate sounds in words. Phonology, or sound learning, is an essential part of language development. Problems with phonology can be noticed by parents and teachers as early as grade 1, and especially in grade 2.
Early signs of reading and spelling problems
How can you recognize if a child may be suffering from reading and/or spelling problems? Some signs are:
- Low phonological awareness.
- Difficulty with rhyming, chopping and pasting words (low phonemic awareness).
- Little interest in written letters.
- Problems with recall of language knowledge.
- Difficulty with information processing, especially at high pace.
- Difficulty with automation (e.g., remembering names or learning colors).
- Difficulty converting letters (visual code) to sounds (auditory code).
Heredity and other risk factors
Heredity plays an important role in dyslexia. If reading and spelling problems run in the family, a child is more likely to suffer from them as well. General language development can also be a clue. Children who start talking late or have problems with articulation may be at additional risk.
Importance of early stimulation
It is important to introduce children to letters early. Parents can help with this by reading aloud regularly. This helps children understand that the characters on a page make up a story. In schools, letters are often offered through play, such as with a letter box. Early help and guidance from an expert can significantly reduce reading and spelling problems.
Difference between reading and spelling problems and dyslexia
In children with reading and/or spelling problems without dyslexia, problems can be reduced with the right help, making the reading and writing process smoother. In children with dyslexia, however, problems are persistent. Progress is slow and the reading and spelling problems often persist.
Consequences of dyslexia
In addition to reading and spelling problems, children with dyslexia often experience additional problems. These may be related to language, working memory and other school subjects. Some common problems include:
- Difficulty with language comprehension.
- Difficulty with reading comprehension.
- Difficulty with math.
- Problems with subjects such as history and topography.
In addition, these children may also suffer from low self-esteem and reduced self-confidence.
Treatment and intervention
A speech therapist who specializes in dyslexia can help. In addition to administering standard tests such as the CITO, the speech therapist can conduct targeted research on spelling, reading and language. This helps to further identify the problems and recommend the appropriate treatment method. Cooperation with the teacher and/or the school’s internal supervisor is essential here.
Dyslexia screening and preschool training
A dyslexia screening can be conducted in grade 2. This is highly recommended because early recognition of problems is crucial. Based on the results of the screening or in consultation, preschool training can be offered. Research shows that children who receive this training perform better in reading, spelling and reading comprehension during the first two years starting in grade 3.
Challenges in secondary education
In secondary school, reading texts and understanding them becomes increasingly important. This can create greater challenges for students with reading and spelling problems. Foreign language learning in particular can be problematic because it makes great demands on phonological awareness. In children with reading and/or spelling problems, this is often less well developed.
Speech therapy for older children
Older children may be eligible for speech therapy to support them through these challenges. With various tests, the speech therapist can identify where the biggest problems lie, such as spelling, reading, language content and language processing. In this way, targeted help can be provided.
Treatment of foreign languages
When learning foreign languages, the different sound structures of languages and verb forms are addressed during treatment. Some languages, such as Dutch, are more transparent, meaning you write it as you hear it. English, on the other hand, is much less transparent, which can lead to problems more quickly.
Even if a child does not have a dyslexia statement, a speech therapist can help with foreign language reading and spelling problems. Treatment is customized and is tailored to the specific needs of the child. This often involves using school materials to ensure the best possible connection to education.
Text comprehension and writing skills
In older children, reading and spelling problems can shift to problems with text comprehension and language content. Reading comprehension often becomes more difficult, and problems with language processing can have a major impact on learning outcomes. It is important to understand how a child processes information, both visually and auditively, and which input channel the child uses most often.
If a child has difficulty processing and reproducing information, it can lead to delays in the classroom. Speech therapy can help with this by supporting the child with writing tasks and improving language processing, which is often required especially in middle school.
Learning to learn
Problems with (verbal) working memory can be a strong indication that a child will have difficulty learning foreign languages. Although working memory cannot be trained, it can be compensated for. The speech therapist can teach the child compensatory strategies and provide tips to make learning easier, such as while taking tests.
Dyslexia statement and compensation
If your child already has a dyslexia statement and is in treatment with us, we are happy to think with you about possible compensations within the school. This may include exemptions for certain subjects, such as foreign languages, or other measures that support your child’s learning environment. Together with the school, we can look at the possibilities and possible dispensations.
The Dyslexia Master Plan provides clear guidelines in this regard, and we can advise you on requesting compensation measures, such as text-to-speech software for exams, in a timely manner.
Purpose of counseling
Our goal in speech therapy is to increase the child’s self-confidence by focusing on what he or she can do well. By providing targeted help, we strive for the child to perform better in school and maximize his or her learning potential.
More information
Do you have questions or want more information about treatment options? Please feel free to contact us. We will be happy to help you further.
