[vc_row][vc_column][vc_column_text]Students with difficulties reading correctly, fluently, omissions, spelling errors, difficulties with graphemes and phonemes, absent-mindedness, not knowing the days of the week, not learning multiplication tables, etc. Teachers who do not know how to identify the indicators of dyslexia, unmotivated students with low self-esteem, and worried and disoriented parents.
Unfortunately, these situations are repeated in the daily lives of our classrooms. It is estimated that 10% of students have dyslexia. Even so, the figure would rise dangerously if detected more accurately, as the vast majority of cases are mistaken for lazy, absent-minded, and unmotivated students.
What is dyslexia?
Based on the definition of the International Dyslexia Association (IDA, 2002; Lyon, Shaywitz and Shaywitz, 2003), it is a Specific Learning Difficulty (SLD) of neurobiological origin, characterized by the presence of difficulties in the accuracy and fluency of word recognition (written) and by a deficit in decoding (reading) and spelling skills.
Symptoms of dyslexia
As a consequence of dyslexia, these students present difficulties in reading comprehension, spelling errors, and poor reading fluency, which leads to problems with written and oral language. However, they have age-appropriate development as other cognitive abilities develop normally, having an Intellectual Quotient consistent with their population and age. Regarding working memory, they do not present difficulties in long-term memory, but they do in short-term memory, which causes difficulties in mathematics (calculation, learning multiplication tables, days of the week, etc.).
Dyslexia and academic failure
Unfortunately, many students with dyslexia do not receive the necessary psycho-pedagogical or speech therapy intervention to rehabilitate their difficulties and continue advancing in their learning motivated and with good self-esteem. Many of them go unnoticed, so they are evaluated the same as the rest of their peers and do not receive intervention based on their educational needs. These students have low self-concept, think they are not good at studying, many drop out of their studies or finish basic education and stop studying.
At this point, it is vital to raise awareness and train in the knowledge of dyslexia. Educational psychologists and speech therapists who work with students must know how to detect dyslexia, what standardized tests are used, and how to carry out an educational intervention according to the student’s needs. Similarly, teachers must receive the necessary training to identify the indicators of dyslexia and know how to refer to an educational psychologist or speech therapist.
It is important to explain to the family what their child’s dyslexia is and to convey tranquility and hope, since a student with dyslexia is capable of following the same learning process as the rest of their peers, finishing their studies with a good professional profile, and having good self-esteem and motivation. This is, of course, provided that their diversity is respected, the necessary educational guidelines are adapted, and they receive the psycho-pedagogical, school, and family support.
Dyslexia is a condition extensively covered in the Master in Language and Speech Pathologies offered by ISEP in Online mode. If you are interested, find out more![/vc_column_text][/vc_column][/vc_row]