Tips on identifying dyslexic children
May 07, 2006
IN the last article, I shared briefly on the basics of dyslexia. In this piece, I want to give few hints on how parents and those concerned can be helped to find out whether their children have dyslexia and how they can cope with it.<br>
By Deborah Mbuga
TEACHERS DESK
IN the last article, I shared briefly on the basics of dyslexia. In this piece, I want to give few hints on how parents and those concerned can be helped to find out whether their children have dyslexia and how they can cope with it.
In many instances, dyslexia can be very difficult to identify. Besides, many normal children do make mistakes in their spellings and reading that are similar to those made by children with dyslexia. Even doctors who know a lot about dyslexia sometimes take long to decide whether someone has dyslexia.
Some early signs
Usually, there are signs exhibited long before a child learns to read and write. These include a child taking longer than usual (normal) to walk, speak clearly, etc. They may jumble up their words or be slow to learn nursery rhymes or the names of colours. They may have trouble remembering the correct names for objects such as ‘table’, ‘chair’, etc. Some young children with dyslexia may also have trouble remembering in what order to do things, for example, when to tying shoe-laces among others.
Assessment
Most parents get to know that their children are dyslexic when the children start school. At the beginning they may have ear and eye tests to check if their struggles are caused by sight or hearing problems. Once these are sorted out, they may meet a specialist.
The child will normally have to undergo a series of tests with the specialist. This is what is referred to as Assessment. Among the tests carried out is how clever the child is at doing things, how able they are to organise their thoughts and work. Their reading, writing and memory abilities are also tested. Dealing with the specialist’s diagnosis then becomes the area of concern. Most young people with dyslexia, once given help, they can catch up and get on with achieving what they are actually capable of.
Working one-to-one with a special teacher gives the dyslexic child ample time to work through different ways of learning to read or spell at their own pace.
Young dyslexics should be encouraged not to forget that school is not just about learning how to read and write, its also an opportunity to find out other things one can be good at, for example, music, sports as well as making friends with other people; “you never know what you are good at until you give it a try.â€
Homework Hints
If the child is dyslexic, indeed, they may have trouble remembering things; home work inclusive. It therefore might help to write some reminders for the child as and when to do what.
The writer is a teacher
at Aga Khan Primary
mutumbad@yahoo.com
TEACHERS DESK
IN the last article, I shared briefly on the basics of dyslexia. In this piece, I want to give few hints on how parents and those concerned can be helped to find out whether their children have dyslexia and how they can cope with it.
In many instances, dyslexia can be very difficult to identify. Besides, many normal children do make mistakes in their spellings and reading that are similar to those made by children with dyslexia. Even doctors who know a lot about dyslexia sometimes take long to decide whether someone has dyslexia.
Some early signs
Usually, there are signs exhibited long before a child learns to read and write. These include a child taking longer than usual (normal) to walk, speak clearly, etc. They may jumble up their words or be slow to learn nursery rhymes or the names of colours. They may have trouble remembering the correct names for objects such as ‘table’, ‘chair’, etc. Some young children with dyslexia may also have trouble remembering in what order to do things, for example, when to tying shoe-laces among others.
Assessment
Most parents get to know that their children are dyslexic when the children start school. At the beginning they may have ear and eye tests to check if their struggles are caused by sight or hearing problems. Once these are sorted out, they may meet a specialist.
The child will normally have to undergo a series of tests with the specialist. This is what is referred to as Assessment. Among the tests carried out is how clever the child is at doing things, how able they are to organise their thoughts and work. Their reading, writing and memory abilities are also tested. Dealing with the specialist’s diagnosis then becomes the area of concern. Most young people with dyslexia, once given help, they can catch up and get on with achieving what they are actually capable of.
Working one-to-one with a special teacher gives the dyslexic child ample time to work through different ways of learning to read or spell at their own pace.
Young dyslexics should be encouraged not to forget that school is not just about learning how to read and write, its also an opportunity to find out other things one can be good at, for example, music, sports as well as making friends with other people; “you never know what you are good at until you give it a try.â€
Homework Hints
If the child is dyslexic, indeed, they may have trouble remembering things; home work inclusive. It therefore might help to write some reminders for the child as and when to do what.
The writer is a teacher
at Aga Khan Primary
mutumbad@yahoo.com