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How to Read the Signs for Dyslexia and other Processing Disorders

As any parent of a school-aged child knows, kids can be cruel. Such cruelty is only further magnified when children have a learning disability, one that noticeably comes to light in the classroom. While this can make kids feel as if they’re not as smart as the rest of the class, that’s typically not the case.

Children with learning disabilities can be of average or above-average intelligence. That’s evidenced by the nearly 3 million school-aged children with learning disabilities in the United States alone. Such figures, reported by the National Center for Learning Disabilities (NCLD), indicate that children have a strong possibility of being diagnosed with a learning disability. For parents, recognizing the different types and symptoms can be a great way to help kids avoid having to struggle needlessly.

Dyslexia

Most people have heard of dyslexia and are probably aware it’s a disability where the brain has trouble processing information correctly. Children with undiagnosed dyslexia can be at a major disadvantage, as classroom activity usually revolves around reading and writing. These are areas where dyslexia typically causes its biggest problems. While dyslexia is not a reflection of a child’s intelligence, poor grades can result if the problem is undiagnosed.

Part of what makes dyslexia so difficult to diagnose is that children often don’t exhibit signs of the disorder early on. Early reading and writing, for instance, typically poses no problem. However, as studies shift toward grammar, reading comprehension and more in-depth writing, children with dyslexia begin to struggle.

Another symptom to look out for is trouble speaking and understanding others. Difficulty with vocabulary as well as structuring thoughts are symptoms, as is difficulty comprehending what others are saying. Perhaps the most damaging aspect of any of these symptoms is the effect on a child’s self-image. As mentioned, dyslexia is not a reflection of intelligence, but children, especially those whose problem goes undiagnosed, can falsely assume that it is.

Dyscalculia

One of the toughest subjects in school for most kids to grasp is mathematics. Sometimes that difficulty can be the result of dyscalculia, a learning disability involving math. While each disability with math is different, there are certain early indicators parents should be on the lookout for.

According to NCLD, among the earliest indicators are trouble understanding the meaning of numbers; difficulty sorting objects by shape, size or color; trouble recognizing groups or patterns; and trouble comparing and contrasting by using concepts such as bigger/smaller or taller/shorter.

For school-aged children, problems might be less subtle. For example, children with dyscalculia might struggle memorizing times tables. Math problems could also prove exceedingly difficult, as children might not be capable of applying their knowledge and skills.

A problem with organizing ideas with respect to math could indicate dyscalculia as well. This is known as a visual-spatial problem, wherein the child will understand the needed facts to solve a problem but will struggle putting those facts and solutions down on paper. If any of these problems go untreated or undiagnosed, older children, such as those in high school, will exhibit difficulty moving on to higher level math courses.

Dysgraphia

Like dyscalculia, dysgraphia, which concerns problems with writing, has the potential to be written off by parents and educators alike. That’s because it’s common for parents to feel that their children will struggle with math or writing as they did when they were kids. However, dysgraphia should be taken seriously, just like any other learning disability.

Symptoms of dysgraphia include poor handwriting, difficulty with spelling, and trouble putting thoughts on paper. While not everyone’s handwriting will be perfect nor will every child qualify for the National Spelling Bee, it’s important not to brush aside these symptoms. Avoiding writing, having a tight and awkward grip on a pencil while writing, and tiring quickly while writing are indicative of the larger problem of dysgraphia.

Like dyslexia, dysgraphia is a processing disorder. As such, different degrees of the disability exist, so not all children will have all of the aforementioned symptoms. Treatment is often tailored to each individual’s problems, whether finding a more suitable writing utensil or even having students proofread their own work after a delay. By delaying such proofing, children are better equipped to recognize their own mistakes.

To learn more about these and other learning disabilities as well as possible treatment options, visit the NCLD Web site at www.ncld.org