What Are the Signs of Dyslexia in Teenagers?

1. General clinical manifestations In the alphabetic writing system, the early stage of dyslexia may be manifested as a disorder of recitation of letters, speaking the correct names of letters, sectioning of words, pronunciation analysis or classification. Later, she showed insufficient reading skills: she missed words when reading aloud (such as "the rabbit turned and drilled into the hole under the fence" as "rabbit turned into the hole in the fence") and added words (such as "I did not expect her to enter the hole, "It kept falling down" was read as "I never expected that she would keep falling to the ground as soon as she entered the hole"). Read the wrong words (such as "6" as "9", or "d" as "b", "sorrow" as "autumn", "goods" as "cargo movement", and "fighting" as "Doctor", "Crossing the Road" read "Yellow Crossing the Road", "Details" read "Sheep Thin", etc.). Write a typo (such as "Jiu" as "Long Jing" and "Party" as "Dang"). Substitute words (such as "fall down" and pronounce "fall down"), recite words or letters in sentences ("na" reads "an", "f" reads "t"), and read aloud Slow speed, long pauses or failure to segment correctly. There are also shortcomings in reading comprehension. You cannot recall what you read, you cannot draw conclusions or inferences from the materials you read, use common sense to answer questions in special stories you read, and you cannot use the information in the stories. In the Chinese system, dyslexia is also manifested as: misreading of tones, pronunciation of similar structures ("fox" and "solitary"), misreading of multi-syllabic characters, misreading one of the words composed of two words, and cannot distinguish Homophones, etc. Reading comprehension is also significantly impaired. Some children with dyslexia may also show some language deficits and cognitive impairment before school. For example, when copying pictures, they often cannot distinguish the relationship between the subject and the background. They cannot analyze the combination of graphics, nor can they integrate the various parts of the graphics into a whole. There are many left-handed people, and the positive rate of nervous system software sign is high.

Pediatric Dyslexia

Dyslexia is an obvious developmental obstacle in word recognition skills and reading comprehension. This kind of disorder cannot be explained by mental retardation, insufficient education, or the result of visual, auditory, or nervous system disorders.

Dyslexia symptoms and signs in children

2. The disease usually begins in infancy or childhood, and is obvious in 6 to 7 years old (in the first and second grades). Dyslexia can sometimes be compensated for in the lower grades and becomes significantly more severe at or after the age of 9 (fourth grade). In mild cases, reading will gradually catch up after treatment, and there will be no signs of dyslexia in adulthood. In severe cases, despite treatment, many signs of the disorder persist for life.

Pediatric Dyslexia Treatment

1. General treatment Symptomatic treatment should be based on the cause of learning disabilities, and parents should be informed of their children's academic expectations based on the IQ or learning quotient measured by the child. At the same time, children's self-esteem, social abilities and learning motivation are strengthened, and parents' understanding, encouragement and support of children's learning are promoted.

2. Educational intervention Focus on early intervention and special education. For children with learning disabilities, don't emphasize their learning failures. They should understand their abilities and weak links in their learning. Teaching methods should be used to avoid strengths and weaknesses so that they can make progress in learning. The teaching content of children with intellectual retardation should be divided into small steps, which slows down the teaching speed and repeatedly strengthens it to accept it; some children with special learning skills disorders use compensatory learning channels to establish special learning processes, such as a variety of Channels for teaching input (movies, slides, videos), oral or written assignments, diverse teaching output tools (design writing tools, calculators, computers), etc.

3. Drug treatment When children's attention is affected by learning deficits, they should use central nervous stimulants, such as methylphenidate (methylphenidate, Ritalin) or pimoline, on the premise of psychological treatment and educational intervention. The general starting dose of methylphenidate (methylphenidate) is 5mg, once per day, in the morning. Adjust the dosage appropriately according to the medication, usually 0.3mg / kg. If children have a large gastrointestinal reaction during the administration of methylphenidate (methylphenidate), if they experience discomfort or poor appetite, they can switch to pimoline. 20mg in the morning, once / d. If a child develops inhibition in taking the above two drugs and complains of physical discomfort, the drug should be discontinued.

4. Behavioural correction For children with hyperactivity and attention deficits, a positive reinforcement method can be adopted, and positive reinforcement can be given based on their good behavior, such as praise, encouragement and material rewards. If bad behavior occurs, punish it, that is, criticize, revoke rewards, prevent them from participating in favorite activities, etc.

Children's progress in learning should be rewarded immediately. The requirements for starting rewards should not be set too tightly. Children should be given a chance to succeed, and then the requirements for children should be gradually increased. The rewards can be toys, books, cards, etc. The big rewards should be based on the teacher's feedback and the parents' observations. The rewards should continue until the children can achieve some kind of intrinsic feedback satisfaction. In this case, material rewards can be stopped, such as being happy with your grades, being proud of being praised by your classmates and teachers.

5. Sensory integration training In recent years, based on the hypothesis that the brain tissues of children with learning disabilities coordinate poor sensory information, sensory integration training is proposed to control sensory input, especially to stimulate the vestibular system and proprioception, such as muscles, joints, and skin. Children can Combining these sensations and producing an adaptive response is used to treat children with uncoordinated movements, inattention, emotional instability, and poor learning. According to domestic reports, their effective rates are 81.3% to 100%, 58.3% to 66.7%, and 56.5, respectively. % To 91.7% and 60%.

Pediatric dyslexia diet health

1, children with dyslexia diet therapy:

Wolfberry Sheep Brain Soup 30g wolfberry fruit, 1 pair of sheep brain, add appropriate amount of water, simmer in water, season and serve;

Chinese wolfberry egg soup 10 grams of wolfberry, 30 grams of yam, 1 pair of pig brain, stewed with water; or 20 grams of wolfberry, 6 red dates, boil 2 eggs together, remove the shell and cook for 15 minutes, eat the egg Drink soup once a day or every other day.

2. What foods are good for children with dyslexia:

Eat more choline-containing foods. Fish, lean meat, eggs (especially egg yolks) are rich in choline.

Supplement Lecithin. Egg yolks and soy products are rich in lecithin.

Eat more alkaline and vitamin-rich foods. Tofu, peas, rape, celery, lotus root, milk, cabbage, cabbage, radish, potatoes, grapes, etc. are alkaline foods. Fresh vegetables and fruits, such as green peppers, golden needles (yellow flower), amaranth, strawberries, kumquats, kiwi, etc., are rich in vitamins.

Supplement magnesium-containing foods. Beans, buckwheat, nuts, and malt are rich in magnesium.

Prevention of dyslexia in children

There is no effective preventive measure for this disease. Early detection and early diagnosis are the key to the prevention and treatment of this disease.

Pathogenesis of dyslexia in children

The learning disability of this disease is manifested in the information processing process, such as perception, appearance, abstraction and other cognitive biases, hearing and visual memory, any obstacle can lead to reading problems.

Clinical observations and epidemiological studies have found that dyslexia has a family tendency. Sysvia et al. Found that the incidence of dyslexia is more than 45%; twin studies have also shown that homozygous twins have a higher rate of comorbidities than fraternal twins, with a reported rate of 87%: 24%.

Diagnosis of dyslexia in children

1. Childhood schizophrenia is less common in infants and young children for the first time, accompanied by other mental disorders, and is characterized by remission and recurrence.

2. Childhood autism is also found for the first time in infancy. Although there are language and dyslexia, child autism is mainly repetitive behaviors in life communication, communication and limitation.

3. Mental retardation The reading scores obtained from standardized individual tests for mental retardation are consistent with their expected levels of intelligence and education. Reading scores and their intelligence levels are below average.

Pediatric dyslexia test method

Laboratory inspection:

Generally no special findings are found, and abnormal analysis of chromosomal gene linkage may occur.

Other auxiliary checks:

Brain CT, EEG examination, binaural listening techniques, electrophysiological methods, cortical blood flow analysis, and transillumination half field of view should be used to detect abnormal lateralization of brain structure in children. EEG may have non-specific abnormal changes.

1. EEG examination About 50% of children with special learning disabilities have abnormal EEG, mainly in abnormal frequency and amplitude, but there is no characteristic EEG performance.

2. Evoked potential examination Since the 1970s, auditory and visual evoked potentials have been applied to the study of these children. It was found that the amplitude of visual evoked potentials in the left half of the brain of children with dyslexia changes, and the latency of visual and auditory evoked potentials are both extend. In recent years, the after event related electric potential has gradually attracted people's attention, and studies have confirmed that the potential latency of children with this potential exceeds 300 ms. At present, it is considered that the above-mentioned testing methods cannot be used as an independent auxiliary inspection.

3. Neuroimaging Examination The development of neuroimaging technology has also made some new discoveries in the study of special learning insufficiency. Some studies have found that such children sometimes have temporal plane dislocation. Normally, the speech center of the temporal lobe is usually on the left side of the brain, and this area is often on the right side in children with dyslexia. Positron X-ray tomography (PET) studies have found that children with dyslexia have regional changes in the visual field and frontal cortex during reading. Recent Xenon single-photon-excitation computer-controlled X-ray tomography (SPECT) studies have found that children with dyslexia have decreased frontal cerebral blood flow, which is believed to have certain diagnostic value for special learning disorders.

Complications of dyslexia in children

School age can be accompanied by language skills barriers, spelling barriers, calculation barriers, etc. Poor Chinese, poor answers to mathematical problems, and often accompanied by spelling difficulties. It is often accompanied by ADHD and behavioral problems, and more people with combined immunity and autoimmune disease than the normal population.

Prognosis of dyslexia in children

There are many factors that affect prognosis, such as IQ and family status. Follow-up studies show that the prognosis is generally poor, such as high dropout rates, low employment rates, and low socioeconomic status. The relationship between dyslexia and conduct disorder, emotional disorder and juvenile delinquency needs further investigation and discussion.

Pathogenesis of dyslexia in children

Gene linkage analysis suggested that there were gene loci inherited in the autosomal display mode on the 15th pair of chromosomes; there were also gene loci reported on the 6th chromosome. Some scholars have also studied the lateralization of brain function using binaural listening techniques, electrophysiological methods, cortical blood flow analysis, and transillumination half field of vision, and found that children with dyslexia have abnormal lateralization of brain structure, which may be fetal blood testosterone levels Abnormalities cause abnormal development. Other scholars believe that: in the processing of this type of children's writing system, there are abnormalities or defects; or abnormal literacy patterns or abnormal language pathways. Another part is cognitive impairment or spatial perception. It is also thought to be caused by dysfunction of the vestibule of the inner ear. Negative life events for parents and families can exacerbate such problems.