Dyslexia, also known as reading disorder, is a childhood developmental disorder characterized by reading problems despite normal intelligence, good visual-acuity, and adequate schooling. It is a specific disorder of scholastic skill in that the scholastic challenge which such children have is with reading and related skills such as spelling and comprehension. Occasionally, writing skills may be affected. Other scholastic skills such arithmetic skills are often preserved.
The cause of dyslexia is not known. However, some genetic factors have been implicated. Children of person who had dyslexia are at higher risk. Some environmental factors such as parental education and teacher quality are thought to aid the genetic factors in producing dyslexia. Some abnormalities of some neurons in the part of the brain which control language and reading functions have also been implicated. The diagnosis of dyslexia is made when the child's reading performance is significantly below the level expected on the basis of age, general intelligence, and school placement. In the early stages, symptoms include difficulties in reciting the alphabet and in giving the correct names of letters. In the later stages, other symptoms include slow reading, long hesitations or "loss of place" in text, reversals of words in sentences or of letters within words and omissions, substitutions, distortions, or additions of words while reading. A common end result is inability to comprehend passages read. This may present in the form of inability to recall facts read and inability to draw conclusions or inferences from material read.
A neurodevelopmental clinician should be able to diagnose dyslexia based on clinical symptoms. Tests commonly used to test for dyslexia, includes the Wechsler Intelligence Test for Children and the Comprehensive Test of Phonological Processing. However, these tests should not be used as the single basis for the diagnosis of dyslexia. It is always better to match the results from such tests with clinical and classroom-based examination. It is important to also state that whatever intervention is to be done for children with dyslexia has to be done early. This is because intervention done within the first 3 years or so, when the language areas of the brain are still developing, is the most successful in reducing the long-term impacts of dyslexia. It is also important to know that there are no medicines that can correct dyslexia.
Through the use educational support, children with dyslexia can learn to read. Most interventions focus on "phonological skills", which is the ability to identify and process word sounds. These interventions are often referred to as "phonics". Phonics interventions can involve teaching a child to recognize and identify sounds in spoken words – for example, helping them recognize that even short words such as "hat" are actually made up of three sounds: "h", "a" and "t". In the classroom setting, this can be done through the use of what we call phonic alphabet charts which helps to break words into phonemes. Children with dyslexia can also be assisted to combine letters to create words, and over time, to use the words to create more complex sentences. They are also assisted by encouraging them to monitor their own understanding while they read – for example, by encouraging them to ask questions if they notice gaps in their understanding. Some other children have eye-text tracking problems with their dyslexia. This can be remediated by asking them to cover one eye while reading. Over time, this can help them to align their eye-text tracking better. Where there are no specialists, one of the most effective home remedy for dyslexia is for parents to read to their child with dyslexia. Reading to such children helps l improve their vocabulary and listening skills, and it will also encourage their interest in reading.
Dr. Olayinka Atilola.
Dr. Atilola is child and adolescent neuro-psychiatrist, and he works at the Lagos State University Teaching Hospital.
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