Characteristics of a Dyslexic Child (part two)

Posted by on Sep 13, 2015 in language | 0 comments

2.2 In oral language

The child overcomes dyslalia (a disorder in the articulation of phonemes. It refers to the inability to pronounce certain phonemes or groups of phonemes correctly. The language of a child with a serious form of dyslalia can be incomprehensible.) and the omissions characteristic to the pre-school stage. However, his verbal expression is still poor, and he has difficulties in learning new words, especially if they are phonetically complex.

2.3 In reading

His reading is full of mistakes uncharacteristic for this age.

In letters: There can appear confusions, generally between letters that are somewhat similar from a morphological and phonetic point of view, such as handwritten ‘a’ and ‘o’, printed ‘a’ and ‘e’, pronounced ‘o’ and ‘u’. These confusions also include letters whose shape is similar, differing only in respect to their position towards a certain line of symmetry, like d/b, u/n, p/q, g/p, b/g, d/p. There can also occur omissions of certain letters, mainly at the end of each word and in compound syllables.

In syllables: Inversions, changing the order of letters within a direct (CV) or reverse (VC) syllable and changing the order of syllables within a word is still common.

In words: The child makes omissions, repetitions and/or substitutions of a word for another that starts with the same syllable or that sounds similar, like in ‘accept’ and ‘except’.

Lack of rhythm in reading (reads excessively and notoriously slow).

Absence of punctuation marks in reading and writing.

Skipping or repeating lines.

Mechanical, not comprehensive, reading.

2.4. In writing

Mirror writing, one letter at a time.

Numbers and letters well-written, but drawn with basic, twisted lines or individual, loose strokes. (Direction/ Address)

Mistaking letters that are similar in shape or sound (just like in reading).

Omission of letters, syllables or whole words.

Mixing uppercase and lowercase letters.

Inverting letters, syllables and words, although this happens most often in reverse or closed syllables.

Repeating letters, syllables or words.

Difficulty in correctly separating the elements of a sentence. Example: `The moth erof myf riend.’

Unclear writing, as he writes some letters a little differently.

Lack of hand coordination.

Inadequate position of the child, as well as of the sheet of paper.

Inappropriate muscle tonicity, caused by insufficient of excessive pressure.


Writing fatigue, as a result of the pressure put by the inadequate position.

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