Dyslexia: When Reading And Writing Becomes A Torment

Approximately 10% of all girls and boys have LRS (reading and writing difficulty). Children who are in the process of learning to read and write make mistakes. But as soon as the confusion of sounds continues, letters are swapped or even omitted and words are transposed to the point of illegibility, we should become alert.

One speaks of a reading and spelling disability when a child has learned to read or write very little or not at all in the time allotted. In this case, the child’s behavior is also very often conspicuous, resignation, aggressiveness, and fear of school often occur.

Causes Of LRS

There are usually a lot of causes that lead to dyslexia. These include language impairments such as learning to speak late, pronunciation errors, and low vocabulary.
Affected children have difficulty forming rhymes, dividing words into syllables, analyzing the sound sequence of a word, and distinguishing similar-sounding sounds.

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There are also other causes of dyslexia in the child’s social environment, such as emotional problems in the family, disturbances in the relationship between teachers and child, and also between children or learning groups.
It should always be noted that the constant experience of failure can lead to psychological problems. The affected children lose the desire to learn and also their self-esteem can change very negatively, which makes further learning even more difficult.

LRS Symptoms

You can now use the following list to check whether your child has LRS. If you notice several symptoms in your child, we advise you to have an examination carried out by an accredited institution. Educational and dyslexia counseling centers, neurological clinics, the school psychology service, and psychological practices are available for this purpose.
The reading disorder can be recognized by the significant slowing down of the reading speed. It is not uncommon for children with a reading disorder to take more than two to three times the reading time of other children. This slow reading means that the content of what is read is very difficult to understand.

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The assignment of individual letters to the corresponding sounds is also very slow and often incorrect. Children who have a reading disorder tend to read words that are related to content instead of words that are difficult to read.
The spelling disorder can be identified by the very increased number of spelling errors. Most often, children with a spelling disorder spell only 10% of the 40 test words correctly.

When a child with a spelling disability is asked to write a free text, words that the child does not know exactly how to spell are avoided. This behavior is interpreted as a lack of vocabulary or a lack of language skills.
In children with dyslexia, an increased number of negative thoughts, sadness, depressed mood, and school-related anxiety is already present at the elementary school age. Often these children feel left alone and rejected and rejected by teachers.

Here Is A Summary Of The Most Important Symptoms:


  • Frequent mistakes in reading aloud.
  • Many self-corrections.
  • Slow or laborious reading of words.
  • Words are read only word by word.
  • Problems with sense reading.
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  • Numerous errors in copying.
  • Many mistakes in dictations and essays.
  • Confusion of visually similar letters.
  • Confusion of letters representing similar sounds (e.g. “krau” instead of “grau”).
  • Omitting letters at the end.
  • Mixing up letters.
  • Writing inhibitions.


  • Halting speech.
  • Lack of vocabulary.
  • Word finding difficulties.


Initially, treatment consists of education about the disorder, parent counseling, and, if necessary, teacher education. How the treatment continues depends on the severity of the disorder.
Usually, education about the disorder relieves the parents very much. Before an LRS is determined usually already months to years before daily stress and quarrels arose, because the test showed again very many spelling mistakes, despite daily practicing at home. This often develops a reluctance to learn and great frustration. A sense of failure often occurs with the parents as well. Therefore, it often leads to a great psychological relief for the parents when they learn that they have not failed, but that their child is finding it much more difficult to learn to read and spell due to a neurobiological change.

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