Child Characteristics at educational level

Posted on Sep 13, 2015 in Helping kids

Depending on the age of the student, dyslexia can present some specific characteristics that, within some wide limits, can be classified in different levels.

At school, dyslexia becomes obvious at basic subjects like reading, writing and calculation.

When they start studying these subjects, many children show some of these disorders that are characteristic to dyslexic children, such as mirror writing, inversions, etc. But these children show only a slight immaturity of the visual and motor functions or of their laterality, and, once the necessary level of maturity is reached, the problem disappears.

Generally, a dyslexic child overcomes the difficulties of a level only to face other difficulties in the next one. However, an adequate intervention will gradually attenuate the burden.

Thus, the most remarkable and outstanding features at each level are:

  1. Children aged 3 to 6 (Pre-school stage)

Slow lexical development and a delay in the development of speaking, with difficulties in spelling or pronouncing words.

Clumsiness in jumping and running.

Difficulty in following instructions and understanding routines.

Lack of attention and an increased activity and impulsivity.

Difficulty in fastening buttons, buckles or zippers. This motor clumsiness results in a little ability to do handwriting and graphic exercises.

Difficulty in memorizing numbers, the alphabet, the days of the week, the colors, shapes, sizes, positions etc.

Lack of control of the pen and scissors.

Occurrence of problematic situations in his social interactions.

During this stage of early childhood education, children are initiated in the phases that precede writing and reading. Occasionally, they can present difficulties that can be mistaken for dyslexia, without the children actually being dyslexic. Their learning difficulties might be related to some maturative aspects. However, we cite them in order to prevent possible difficulties.

The disorders generally occur in the field of oral language.

Dyslalia (difficulties in talking).

Omissions of certain phonemes, especially in compound, closed or vowel-consonant syllables (CCV, CV, VC).

Confusing phonemes, which generally results in unclear speaking.

Inversions of phonemes, as in ‘aminal’ instead of ‘animal’, or of entire syllables within a word, such as ‘cocholate’ instead of ‘chocolate’.

Poor vocabulary and expression, and low verbal comprehension.

Some authors say that the word `dyslexia` should not be used in children younger than seven, thus observing their process of maturation and development. It is acceptable to speak about dyslexic features or symptoms, with the aim of initiating an early psycho-pedagogical treatment and diminish the child’s difficulty.