Dyslexia is a specific learning disorder that causes problems in language, reading and writing skills even though an individual has normal intelligence. We can evaluate dyslexia from the age of 5. Before the age of 5, we can hear footsteps from language and speech development, motor skills and auditory skills. However, it is more noticeable in the process of recognizing letters and starting to read, after starting school. You cannot fix the problems of children with dyslexia by doing reading and writing exercises. On the contrary, having extra reading exercises reinforces the perception of inadequacy. In addition, the problems experienced in dyslexia do not cause the same problems and problems to the same extent in every individual. For this reason, an individual-specific evaluation and an intervention program that will be created according to the results of the evaluation are important.
Although the problem in dyslexia is seen in academic skills, the main problem is the weakness in cognitive skills that prevent academic success. A child with dyslexia reads incorrectly, not because he does not read carefully, but because he has problems with his short-term memory. As a result of cognitive evaluation, this disorder may sometimes be accompanied by attention deficit, but this does not mean that every individual with dyslexia has attention problems. Sometimes this situation can be accompanied by emotional problems.
Medical support may be required after the evaluation. Children who use drugs can use drugs that the psychiatrist deems appropriate, either because they are accompanied by another problem with attention or because of the need for emotional support. Apart from this, there is no specific drug used for dyslexia. There is no miraculous solution in dyslexia, just as there are no miraculous solutions in any cognitive and emotional area. No expert can give you a clear and definite promise about how long this road takes. We usually work with a child for up to 6 months. This varies depending on the child’s cognitive performance, age, how much the family supports the home process, the child’s motivation, and whether there is any other accompanying problem.
Well, if we look at the things that may cause us to wonder if a child has dyslexia;
Does he have problems in recognizing and combining letters in the 1st grade? Do you have trouble combining vowels and consonants at the beginning of a word? Can he divide the syllables correctly and make the isolated sounds of the letters? How many words per minute does he read if he is in the 2nd grade and above, what is the number of errors? Does the sound/syllable skip while typing? Can he read his own writing? How is the phonological awareness skill? (based on sound/syllable/word/rhyme) Does he/she know and use the concepts of day, month, hour, season correctly? How is the concept of right and left direction? How is the rhythmic counting skill? Does he try to find out starting from 1 to answer the questions: What number is after 12, what number is before 40? Is he struggling with working memory exercises? How are his skills in bouncing, cycling, somersaulting? How is the ability to take instructions? Do the plus and cross signs get mixed up?
The list is listed in many areas like this, in fact, the fact that the child experiences all or most of the above examples does not mean that he has dyslexia, the presence of a substance indicates a dyslexic problem. If your child or student forgets a subject quickly and this is due to a short-term memory problem, the way to solve this problem is to study the memory area, not to repeat it a lot in order not to forget. Studying reading in dyslexia does not solve the problem, the place you need to work is to study the requirements that provide the basis for reading. Working in all areas with a child who has a problem in a single area can cause both a waste of time and emotional problems for the child. Therefore, pinpointing the real problem helps to move the process forward in a healthy way. As a result of these two evaluations of the CAS Cognitive Assessment System and the Wechsler Intelligence Scale for Children-IV (WISC-4), which are up-to-date and in international standards in cognitive assessment, the child’s cognitive system emerges and the cause of the problems he or she is experiencing is revealed and point-to-point studies can be provided. Let’s not forget that postponing the problem so that it will pass makes it difficult to overcome the problem.