NATIONAL UNIVERSITY OF

TUMBES
FACULTY OF SOCIAL SCIENCES

DYSLEXIA
Academic work presented by the Professor:
WUILSON DUBER VALENCIA PEÑA

To obtain the Second Professional Title of:

Early Childhood Education

JAEN - PERU
NOVEMBER–2018

1
 INDEX

INDEX...................................................................................................... 2

INTRODUCTION...................................................................................... 5

CHAPTER I.............................................................................................. 8

DYSLEXIA, DEFINITIONS, THEORIES

1.1. DEFINITIONS 8

[Link]................................................................. 10

1.2.1 Genetics.............................................10

1.2.2 Neurological:..................................................11

1.2.3 Sensory ................................................. 11

[Link]…………………………………………………11

[Link]………………………………………………...12

Phonological c........................................12

1.2.4 Educational..................................................... 12

1.2.5 Psychological..........................................................12

CHAPTER II............................................................................................ 14

TYPES OF DYSLEXIA, CAUSES

2.1. TYPES OF DYSLEXIA................................................................ 14

2.1.1. Phonological dyslexia 14

2.1.2. Superficial dyslexia........................................................ 14

2.1.3. Mixed profound dyslexia.................................................. 15

2.2. CAUSES OF DYSLEXIA 16

2
 a. Neurological.......................................................... 16

[Link].................................................................16

[Link]………………………………………………………..16

[Link].................................................. 16

CHAPTER III............................................................................................ 20

DIAGNOSIS AND TREATMENT

3.1. DIAGNOSTICO……………………………………………………………..20

3.1.1 PSYCHOPEDAGOGICAL DIAGNOSIS……………………………21

3.1.2 SIGNS AND SYMPTOMS OF DYSLEXIA..................22

3.1.3 MAIN DIFFICULTIES IN READING

IN DYSLEXIC CHILDREN.............................26

3.2. TREATMENT....................................................................................27

3.2.1 INTERVENTION AND TREATMENT OF DYSLEXIA……...28

3.2.2 MOBILE APPLICATIONS TO WORK ON DYSLEXIA29

CHAPTER IV.........................................................31

PROBLEMS ASSOCIATED WITH DYSLEXIA

4.1. DIFFICULTIES THAT MAY COEXIST WITH DYSLEXIA......31

4.2 DIFFERENCES BETWEEN DYSLEXIA AND DIFFICULTIES OF

VISUAL PROCESSING………………………………………………32

4.3. DYSLEXIA AND ALEXIA………………………………32

4.4. SKILLS IMPACTED BY DYSLEXIA.......32

CHAPTER V……………………………………………………………………...34

3
PEDAGOGICAL AND FAMILY ORIENTATION

5.1 PEDAGOGICAL ORIENTATION…………………………………………….34

5.2 FAMILY ORIENTATION………………………………………………..35

CONCLUSIONS

BIBLIOGRAPHY...................................................................................... 46

ANNEXES............................................................... 47

4
 INTRODUCTION

Dyslexia is a neurobiological disorder, although studies are not yet

everything defined, which manifests as difficulties in learning to read, despite being a

conventional instruction, appropriate intelligence, and sociocultural opportunity. It depends.

of fundamental cognitive difficulties that are often of origin

constitutional; that is to say, it is related to functional characteristics of the system

central nervous, also presented by family lines.

This monographic work deals with dyslexia and its

repercussions in school-age children; it has been prepared to deepen

our knowledge about this problem that arises with some

incidence in school-aged children, becoming more noticeable in the first ones

study levels where literacy begins; this way knowing how to recognize

when a child is dyslexic, providing them with timely and appropriate guidance

the treatment, whether to those directly affected or to those who interact with them:

parents, classmates, and community.

This monographic work is divided into chapters. The first part

is related to the definitions and theories that support the problem. The second chapter

It refers to the types of dyslexia as well as the causes for which it originates.

Problem. The third chapter refers to the diagnosis, that is, how to recognize

a dyslexic child and the possible treatments that can be provided having a vision

interdisciplinary. The fourth and final part refers to the problems that are associated with

this disorder likewise the pedagogical and family orientation that should be provided

to the child both in school and family settings. The information from the

5
educational agents are essential to tackle the different learning problems

that can occur in boys and girls. Ignorance and indifference deepen it further.

the problem becomes unsustainable. Those who suffer from these issues only

they would resign themselves to facing their issues and hence the exclusion and social failure. Of course

an informed and sensitive society makes it easier to solve the different issues

learning difficulties that may arise and who presents them

these problems who see their improvement and thus glimpse success in society.

While developing the monographic work, I have been able to verify that the teacher has

an important role in order for it to be detected in time. The fact of discovering

Early dyslexia means the difference between school failure and success.

If the child is treated on time, he will be able to overcome his problem and lead a life

completely normal. Children who present this disorder can be treated and

reeducated directly in their school with the other children, simply counting

with the attention of a specialist who applies a curricular adaptation.

6
 DEDICATION

To God, for giving me strength to fulfill

with my goals; to my mother and my children

who are my inspiration and support

of my life, to consolidate my development

personal and professional.

7
 CHAPTER I

DYSLEXIA

DEFINITIONS, THEORIES

1.1. DEFINITIONS

In 1968, dyslexia was defined by the Interdisciplinary Committee on

Reading Problems, Washington, D.C., such as: 'Child disorder that, to
despite the conventional classroom experience, it leads to failure in achievement
of language skills in terms of reading, writing, and pronunciation,
according to their intellectual abilities” (FARNHAM –DIGGORY,
2004: 32)1

Indeed, this childhood learning problem affects

directly in the educational and training progress of the child, since they
they will have a delay in reading and writing, which if not provided appropriately

1(Farnham Diggory, 2004)

8
whether pedagogical or psychological, school and social failure is what
more difficult than they have to face.

Dyslexia is a learning disorder characterized by the

difficulty reading due to problems identifying the sounds of
speak and learn how letters and words relate. It is a problem.
what can hinder a person's ability to read, write,
spell and even speak. The degree of intensity can vary and how much
the earlier it is addressed, the better the results will be. However, it is never

too late for people with dyslexia to learn to improve their

language skills.([Link]
symptoms-causes-and-treatment/

While it is true that dyslexia as a learning problem makes use difficult

correct language (speech, reading, and writing) in school-age children is
It is also true that not everyone has the same level and degree of complexity;
some with good attention can easily mitigate their effects and
achieve success in their lives, while if they are abandoned or excluded: alone
They will hardly be able to shovel the problem and there are few chances of success.
they will have, at least in the educational and professional field.

As is well known, dyslexia is quite common in children and it is not

necessarily a prediction of failure. It appears in children with
vision and normal intelligence. Sometimes, it goes undiagnosed for years and does not

It is recognized until adulthood.

We call dyslexia a condition that is fundamentally characterized by

learning difficulties in reading that are not due to deficiencies
demonstrable phonoarticulatory, sensory, psychological or intellectual in a
child of sufficient age to acquire this discipline. Dyslexia is
it often presents, accompanied by learning disorders

9
 from writing, which is why these are often grouped within the
syndrome (MARNIERI. 2005.212)2

For Marnieri, dyslexia is only associated with a problem of reading and writing.
that the child can have; but it does not focus entirely on the factors
neurobiological, sensory, or intellectual, simply because for her it does not
They are demonstrable. The truth is that in the classroom we can find a
small percentage of children with serious reading problems and
reading and writing, which do not obey natural factors.

Dyslexia is a disorder that manifests as difficulties in learning.

to read, despite a conventional instruction, adequate intelligence and
sociocultural opportunity. It depends on cognitive difficulties.
fundamentals that are often of constitutional origin. (ARDILA.
2005. 4)

It is clear that it is a cognitive defect, not a behavioral one, although

In fact, the possible association with the behavioral realm is not excluded. It
indicates that it can be of constitutional origin, meaning it is related to
functional characteristics of the central nervous system, in addition to
introduce oneself by family lines.

Dyslexia is a learning disorder of reading and writing.

persistent and specific character, observed in children who do not exhibit any
physical, psychological or sociocultural character and whose origin seems to derive from

an alteration del neurodevelopment.

([Link]

1.2. THEORIES

2(Marnieri Hidalgo Aida, 2005)

10
1.2.1 Genetics:

The theory of a dyslexia gene, which is currently unproven, has been suggested.
There has been particular talk about chromosomes 15 and 6 that would have
some role in the emergence of different forms of the problem. But others
authors contradict these proposals. Other researchers have
studies have been conducted especially through monozygotic twins
(Castles et al., 1999) on hereditary factors that could
participate in the syndrome. The same researchers in this field
It is suggested that little is still known about this genetic transmission.

The factors or causes can be of different kinds, but there is no

absolute investigation that definitively determines the reason for the
what the problem is. As the author states, the genetic factor
it is not decisive because even the studies in this field are not
conclusive. More research is needed to have a clear certainty and
deep understanding of this disorder.

1.2.2 Neurological:

Within this group, around a dozen have been defended.

very diverse and sometimes contradictory theories, but none has a
neither has been sufficiently specific
demonstrated (Habib, 2000). Among them, abnormalities have been discussed
congenital neurological conditions that different authors place in different

locations (Galaburda, 1996; Habib, 2000). They have also been

suggested congenital functional disorders that would still have the
same unspecificity and lack of consistency and that often
they contradict current knowledge about the
neuroplasticity. In fact, neurologists like Critchley (1964),
FilipeK (1999) and Habib (2000) argue that until now there has not been
found, not only no clinical data or neurological examination

11
 sufficiently specific and demonstrated, nor any
specific and reliable anatomic-pathological finding that confirms it.

1.2.3. Sensorial

a) Visuals:

Some authors speak of a visual processing deficit. According to

some authors would refer to it as perceptual distortions and according to others,

of anomalous eye movements that would hinder

move them appropriately over the letters following the reading and that
they would generate the dyslexic problem. As treatment, they propose

exercises to regulate eye movements. But in this theory

spelling and grammatical errors are not taken into account
specific to dyslexia.

b) Auditory:

The authors who support this theory (Tomatis, 1967) speak of

difficulties in hearing. It would be a difficulty in listening due to
what they use headphones to force hearing.

c) Phonological:
They would consist of a basic flaw in segmenting and manipulating the
phonemes that constitute language or to extract the phonemes to
starting from written language.
But the clinic shows that the relationship between difficulties in
oral language and dyslexia is very lax and there are dyslexic children without
no difficulty with language, while there are children with
problems with the language that they learn to read without any difficulty.

1.2.4. Pedagogical:

12
 These would be erroneous or harmful teaching techniques in the school.
Although the way of teaching is of course a very important factor
important, this theory does not explain why, with the same technique,
even in the same classroom, some children would develop dyslexia and others
no.

1.2.5. Psychological

Some authors understand dyslexia as a psychological problem.

produced by environmental and emotional factors that influence the
child, for example, decreasing their motivation, desire, and/or ability
to learn. Another psychological theory describes a deficiency in the
understanding of the sound-symbol correspondence and a third group,
the psychological theories inspired by behaviorism-cognitivism address
the dyslexic problem as an acquired bad habit and therefore the
treatment is based on behavior modification techniques.
(TORRAS, 2001)

According to the information, there are several theories that seek to explain the

origin and development of this disorder. Due to being a problem

the studies have been divided into different fields which
they have allowed to explain their origins and how it develops in children.
It is very important to understand these problems in depth because it
allows for appropriate treatment of students who present this
It is also a problem to know how to differentiate from other disorders that occur.

present in the students.3

3(Torras de Bea, 2001)

13
 CHAPTER II

TYPES OF DYSLEXIA, CAUSES

2.1. TYPES OF DYSLEXIA

Regarding the types of dyslexia, first of all, it is necessary to distinguish between

acquired dyslexia and developmental dyslexia. Acquired dyslexia appears as a result of
of a specific brain injury. In developmental dyslexia, on the other hand, the
the individual presents the characteristic difficulties of the disease, without a
concrete cause that explains it.

Both in acquired dyslexia and in developmental dyslexia, other types can be differentiated.

three types of dyslexia, classified based on the predominant symptoms

the patient. Among the types of dyslexia we have:

2.1.1 Phonological dyslexia

The individual performs a visual reading of the words. The visual reading
it is the one in which words are observed in a global way,
deducing (more than reading) the known words, that is, what
most people do when taking a quick glance at a note,
or when they search for a specific word within a text. This results in
to difficulties and errors when it comes to understanding a reading:

14
 They can correctly read familiar words but find it difficult
impossible to read unknown words and pseudowords
(invented words that are often used to
evaluate different learning impairments.

They make abundant visual errors or lexicalization errors, due to

example read "house" instead of "casu" or "wolf" instead of "lopo".

Morphological or derivational errors, in which they confuse the suffixes:

comía/comiendo, calculadora/calcular.

2.1.2 Dislexia superficial

This type of dyslexia is the most common in children; in this case, it is used
predominantly the phonological route. This route is the one that allows
read the words from the smallest fragments, the syllables.
People with surface dyslexia have difficulty reading words.
whose reading and pronunciation do not correspond, which affects
mainly English speakers since English is a language in the
that in many cases the words do not correspond directly
with a determined pronunciation (the letters do not have a single
sound, but rather it depends on how they are combined
same in one word.

On the other hand, the complications resulting from this type of dyslexia go
associated with the complexity or length of the words

2.1.3 Mixed profound dyslexia

It only occurs in cases of developmental dyslexia. The damaged areas are located in the

two reading processes, the phonological and the visual. This implies:

Serious difficulties in deciphering the meaning of words.

Inability to read pseudowords.

15
 Visual and derivative errors.

Semantic errors or paralexias, for example, confusing the word

happy Christmas

Difficulty with abstract words, verbs, and function words.

meaningless words that serve as connectors between others
words 'a', 'the', etc.

2.2 CAUSES OF DYSLEXIA

The causes of dyslexia are not yet fully determined, due to

the difficulties involved in studying an organ as complex as
thebrainwhose functioning represents a challenge for medicine. It
it is known that there is a genetic component, determined by inheritance
of certain genes that predispose to suffering from the disease. An example
it is the dcd2 gene, active in the brain centers involved in the
reading; it has been detected that this gene shows lower activity in
individuos disléxicos. Este y otros factores genéticos están siendo
studied at present, in order to find the causes and the cure of
this pathology.

There are another series of causes that can lead to the appearance of the
dyslexia

a. Consistent neurological causes in a minor dysfunction

cerebral (dyslexia does not occur with any other type of deficiency
intellectual). It is known that dyslexics have lower activity of
some brain functions, and even that they use different parts
for the same function as non-dyslexics.

b. Causes emotional (emotional disorders, tensions). The

pressures they may receive from their environment due to their disorder

16
 assuming it mistakenly as a delay, it can lead to
to exacerbate the problem.

c. Associative causes (difficulty in associating a word with a

sound and its meaning). The brain connections that
these functions are performed with very low activity.
d. Methodological causes (due to incorrect application of the method of
teaching of reading-writing). In some cases, the individual
develops the disorder of not understanding or not distinguishing the
concepts of 'phoneme' and 'grapheme'. It is a lack of awareness.
phonematicity that the child has and that generates great difficulty for them to

relate words and sounds, and end up inventing other words.

([Link]/dislexia/causas-de-la-dislexia-751)4

When we refer to causes, we go back to the idea of what

these are the roots of the problem, specifically referring to a
disorders like dyslexia all studies point to a problem
neurobiological that is directly associated with the structure and
function of the nervous system. Besides that, there are studies that
they intend to identify emotional factors as causes of the disorder,
associative and methodological, which are more a root of the problem than
scenarios that can exacerbate the disorder if not treated properly
professional.

The etiology of dyslexia is a very controversial topic that has caused

a broad debate in recent decades, as they have been exposed
numerous causes to explain dyslexia and it has even been questioned
its existence.

Currently, neuroimaging studies have led to the belief

that dyslexia has a neurobiological basis, that is, in the brains

4(webconsultas, 2018)

17
Dyslexics experience a disruption during the formation.
neuronal, in which a certain group of neurons and glial cells do not
migrate properly during embryonic development, forming
some clusters, called ectopias, that disorganize the connections
from the interior of the cortex involved in the processes of reading and writing.
This would explain the varied symptoms of dyslexia, as these
clusters of neurons can establish themselves in various brain areas,
thus provoking different manifestations.

In addition to the first discoveries made in 1979 by

Albert Galaburda at Harvard University, where he observed
some spots on the cerebral cortex in the brains of dyslexics
deceased, caused by ectopias, have also been carried out
numerous subsequent studies using neuroimaging techniques that
they demonstrate that certain areas of the left hemisphere show
a reduced activity, it has been particularly observed that this
It happens in three areas; the left inferior frontal gyrus, the
parieto-temporal area and the occipito-temporal area, all of them areas
involved in the reading processing.

These neurodevelopmental alterations may have an origin

genetic, as it is estimated that dyslexia has more than 60%
genetic load and, furthermore, recent research has identified
several chromosomal regions that seem to be involved in the
development of dyslexia, among which highlights the alteration of a gene
located on chromosome 15 that could be involved in the formation of
ectopias.

Also, the correlation between these alterations is being studied.

genetics and the difficulties in auditory processing of sounds,
as well as the relationships with phonological deficit and the theories of
sensory-motor deficit, (Franck Ramus, 2004). In several
articles, Ramus presents results from various studies that

18
they show that dyslexia has a neurobiological origin and that in the
the majority of dyslexics have a cognitive deficit at the level of
phonological representations, as they are found some
sensory deficiencies of magnocellular origin and some deficiencies
cerebellar motor skills, which seem to have no relevance
significant in reading difficulties.

Therefore, currently, Psychobiology has clarified numerous

data that support defending a biological basis as a probable cause
of dyslexia, (Ramus, 2001; Temple, 2002), as well as, to postulate that
the brain processes that process the sound structure of language
would be especially affected, (Pugh et al., 2001; Snowling,
1981). These hypotheses or proposals have arisen as a result of numerous
psychobiological studies that support the existence of a“Base
Genetics of dyslexia”, a “Neurobiological Basis of Dyslexia”,
one“Neurophysiological Basis of Dyslexia“ and a“Cognitive base of
dyslexia

Despite these recent discoveries, there is still no certainty about

what is the exact etiology of dyslexia, although, in summary,
we could say that dyslexia has a neurobiological origin, with
an important hereditary burden and where the deficit theory predominates
phonological as the main cause of reading difficulties in
dyslexics. Therefore, in general, we could clarify that the causes of
dyslexia would correspond to the dysfunctionality of some region or
brain regions involved in the execution of reading and writing.
Considering that each dyslexic subject will be affected
different neural systems, which would explain the varied
symptomatology of dyslexia and I would highlight the importance of establishing
arigorous differential diagnosis to be able to determine the
most appropriate intervention strategies in each case.

19
 [Link]

All studies related to this disorder point to a problem

neurobiological with some variations. For example, associated with a
hereditary factor and a phonological deficit as the main cause in
dyslexic patients. Regardless of the cause, it is a priority to detect
early this problem and address it appropriately and
professional to dyslexic children in this way to alleviate the
consequences that will arise in the future. The pedagogical work and
Teachers' teaching material is the main tool and one of the most important.
important because they are the ones who know and detect
time and at the same time are those who start with an initial treatment,
thanks to their training and teaching and pedagogical performance likewise
who provide socioemotional support.

5(ladislexianet, 2014)

20
 CHAPTER III

DIAGNOSIS AND TREATMENT

3.1 DIAGNOSIS

The diagnosis of dyslexia is important for the child to reach their full potential.
potential. There is not just one test to detect the problem. You may be asked
to fill out certain questionnaires to determine strengths and weaknesses
of the child.

Generally, these are the steps to follow:

1. Medical examination. The doctor can assess the child's vision and hearing.
to rule out that any problem is affecting the ability to
read. You will be asked about the general development of the child and if other members
from the family have reading problems or other learning difficulties.
2. Referral to a specialist. The child can be evaluated by a psychologist or
another professional specialized in learning problems.
Both the doctor and the other specialists will discuss their conclusions.
and they will recommend ways to help the child.

21
It is never too late to make a diagnosis, but the sooner the
the sooner the child starts receiving the appropriate treatment, the greater the chances will be

to reach the level of children their age.

3.1.1 PSYCHO-PEDAGOGICAL DIAGNOSIS

In the diagnosis of dyslexia, the involvement of the

teachers; they are the ones who have the most opportunities to detect
any indication that the child is showing a difficulty and, therefore,
to warn the family early. Once there is the
suspicion that it might be a disorder of this type, must
discard other possibilities such as:

A flawed vision.

A poor audition.

Undiagnosed brain injuries.

An IQ lower than normal.

Emotional disorders.

Presence of any other pathology that influences learning

(pain or discomfort that decreases the ability to concentrate).

Inadequate educational methods.

An interview with the family is also highly recommended, since

this will allow to assess the conditions of the child's environment and their

possible influence on the observed symptoms: pregnancy

complicated, socio-cultural level, emotional climate, etcetera.

22
 Once the presence of other anomalies has been ruled out, we will proceed to
evaluate the characteristics of the disease through different tests and
tests for their diagnosis. To do this, it is advisable that your pediatrician you

find a specialized speech therapist who conducts these tests:

Frostig Test: it is used for children between four and seven years old. This test

is carried out to study the development of visual perception. It evaluates

visual-motor coordination, spatial relationships, etc.
Reading and writing analysis test: they are different tests that detect
the child's reading and writing methods, as well as the mechanisms
that are not functioning correctly. The reading tests are
they apply writing tests to younger children.
Reading comprehension test: it is used with children aged six or seven.
to assess your level of understanding when deciphering a text.

It is also possible to assess the deficiencies in the

psychomotor skills through tests such as:

Rhythmic structure test of Mira-Stambak: it is carried out to

diagnose temporal perception. It involves evaluating the
child's ability to create a rhythm spontaneously, to
reproduce a rhythm created by another person, and to understand the
structures and symbolism of it.
Lateral dominance tests: based on mobility studies and
muscle flexibility, execution tests of commands
threading beads, dealing cards, hopping on one foot.
3.1.2 SIGNS AND SYMPTOMS OF DYSLEXIA

Dyslexia affects people to varying degrees, and for this reason

symptoms can differ from one child to another. Generally, these
symptoms manifest as problems with accuracy and fluency in
read and spell. But in some children, dyslexia can also
affect writing, mathematics, and language.

23
A key indicator of the presence of dyslexia in children is having
problems fordecode [Link] is the ability to do
match the letters with their sounds and then use them to read words
with precision and fluency.

One reason why children have difficulty decoding is

that often have problems with a more basic skill of
call languagephonological [Link] is the skill of
recognizing individual sounds in words. The problems with
This skill can manifest from preschool.
Get informedhow phonological awareness is related to the
phonemic awareness and phonetics.

In some boys, dyslexia is detected later when they start

have problems with more complex skills. These can
include grammar, reading comprehension, fluency in reading, the
structure of sentences and more detailed writing.

A possible sign of dyslexia is when children avoid reading, both

out loud as if to themselves. The boys can even put themselves
anxious or frustrated when they read. This can happen even after
that they have come to master the basic principles of reading.

The signs of dyslexia can look [Link] on the

age and educational level. Here are some examples:

Preschool

They have difficulty recognizing if two words rhyme.

They have difficulty removing the initial sound of a word.

They have difficulty learning new words.

They have difficulty recognizing letters and matching them with

the sound they produce

24
Elementary

They have difficulty eliminating the middle sound of a word or when

mix sounds to form a word

They often cannot recognizefamiliar words at first glance

They quickly forget how to write many of the words that

they study

Middle school

They make many spelling mistakes.

They often have to reread sentences and paragraphs.

They read at an academic level lower than how they speak.

High School

. They often omit short words when reading aloud.

. They do not read at the expected level for their grade.

. They strongly prefer multiple choice questions to the

to fill in the blanks or short answer.

What are the symptoms of dyslexia?

. Low academic performance; this is the reason why it is usually the

educational center that decides to start evaluating the student in search
of explanations on which to intervene. This low performance
school-related issues are caused by a set of problems in the areas that
they intervene in learning, such as:

. The child's reading is clumsy, struggling to achieve a

fluent reading. Repeats some words and makes up others. Must read
letter by letter to decipher the words that make up the text, no

25
 is able to recognize at a glance very commonly used words
Reading comprehension is poor, which causes him/her
performance issues in all subjects.

. Memory is good if it comes from experience

direct (real learning situations in which he is the)
protagonist). It also has a very good pictorial memory,
becoming able to remember, for example, many details of a
a painting that perhaps would go unnoticed by other people.

. The spelling is bad, often impossible to read. It omits letters.

when writing, write inverted letters, add non-existent letters...

they are usually children who press the paper hard when writing, as a result ofthe
anxiety generated by this disorder.

. Regarding speech, the child has problems with structuring.

sentences. He/she usually does not finish sentences and may have problems with
pronunciation.

. Spatial orientation is also compromised; the child tends to

having trouble distinguishing left from right.

. The attention is poor. It requires a great effort to concentrate.

task you are performing, with an added difficulty: distraction.
They are children with very difficult concentration and very easy distraction.

. At an emotional level, the child with dyslexia needs to be understood.

to avoidfeelings of ineffectiveness and low self-confidence .

Generally, they are students who are aware of their issues.
and they know that they cannot learn in the same way that they learn
their equals.

. This, along with the poor results that are often obtained if there is no

intervention can lead to state problems

26
 cheer up, likedepression and anxietythat will further aggravate

school failure.

The problem of dyslexia is somewhat complex to understand.

as numerous scholars on the subject claim. What is
clearly defined is that it is a disorder of the
literacy in children of different ages and educational levels. The
Symptoms or signs that become evident when the child is at a certain age.
school-aged. Generally, these children show noticeable deficits; such
as low performance, poor text comprehension, ADHD, bad
spelling, etc. All these symptoms are evident and are more
notorious in school and who discover and diagnose the
It is the teachers who must know about the disorder.
to appropriately care for and manage children with this
disorder.

3.1.3 Main difficulties in reading for children with dyslexia

i. Reading
Slow reading
Lack of fluency with hesitations in polysyllabic words or in usage
infrequent (for example read/fre-frequent-frequency/for
frequency
Phonological equivalence errors (reading /seso/ for 'queso')
Difficulties in the spatial recognition of directionality
(read /mud/ for 'wolf')
Omissions of words (conjunctions, articles)
Uncorrected substitutions of words of different types:
Visuals: (read/suitcase/ for “flowerpot”)
Derivatives (read/violinist/for 'violin')
Letter substitutions that lead to a word
nonexistent (read/pantalon for 'pants')

27
 Identificación de la primera letra o segmento con cambio de la
word (read/t-shirt/ for 'van')
Difficulty in understanding texts
ii. Writing

Difficulties in expressing oneself in writing

Omissions of letters within a word. (write /choolate/
for chocolate)
Letter substitutions (write/ ñeve/ for nieve)
High frequency of spelling errors.
Homófonos: (escribir/lovo/por lobo)
No homophones: (write / jitarra / for guitar.)
Inadequate handling of the separation between words
write/lacas to that zul/ the house is blue
Inadequate spelling in unfamiliar words.
(Farruham 2004: 17)

3.2 TREATMENT

Dyslexia can be treated, and the results obtained are usually very
positives. To achieve this, it is essential to obtain a timely diagnosis and
to accurately know the type of dyslexia the patient suffers from. In children up to
At nine years old, the treatment ensures a total or almost total recovery.
After the age of 10, learning certain things becomes more complicated.
parameters and therefore often require longer therapies.

The treatment of dyslexia must be completely personalized and adapted.

depending on the age and symptoms of the patient; each child will suffer from different deficiencies and

it will require special emphasis on various aspects. The way to

overcoming dyslexia basically consists of learning to read and write again,
adapting the learning pace to the child's abilities.

28
This is very hard work for a child of any age, and it is very easy that
they quickly lose interest or give up. Therefore, it is
Primarily in all cases creating interest, motivating, and carrying out the therapy.
with activities that are not tedious.

Educators and professionals tend to approach treatment in a way

or another based on age:

Children in early education: they are normally not yet learning to

to write, in a way that emphasizes preventing future difficulties with exercises
that they activate phonological awareness (rhymes, dividing words into syllables,
etc.
Children aged six to nine years: to the task of increasing phonological awareness
the reading work will be added. There will be an emphasis on increasing reading and
read aloud, always trying to provide engaging texts that
awaken the child's interest.
Children over 10 years old: at this age it is difficult to correct deficiencies in the

phonological awareness. The same will happen with reading and writing, so that
the therapy will focus on trying to find techniques and tricks that facilitate the
text comprehension.

3.2.1 Intervention and treatment of dyslexia

Some effective guidelines are:

Change the way of learning. Take advantage of good memory.

pictorial and experimental that these people have to
promote learning based on direct experience and in
visual images. Avoid written information that needs to be read,
Well, as we have seen, they tend to be children with poor comprehension.
reader and easy distraction during tasks that require concentration
high.

29
 Give simple instructions, one at a time. Explain each one well.
instruction with the fewest possible words. The modeling
works in a very positive way (carry out the activities that the child
it should be done to serve as an example).

Reinforce the progress that the person is achieving. When it comes to

score knowledge, take into account effort and progress
achieved. This is the real challenge for the person, beyond the
acquisition of knowledge.
Give time to think, reason, and respond. If they don't reason it
sufficient, we can train this ability by asking questions that
the child will be able to respond.

Do not punish poor understanding, bad writing and/or bad

reading. Even with effort, there are times when it happens. We must encourage

repeat it to do it better.
An untreated case of dyslexia can be very harmful to the
person, not only for the school failure it entails but for its
emotional impact. Therefore, it is important to visit a
professional to determine the specific needs required
each patient and be able to work based on the requirements
individuals.

3.2.2 Mobile applications to work on dyslexia

Technology has become an educational complement,

didactic and useful that we can and must use without any kind of
complexes in different circumstances, and in particular in the
related to the field of learning.

Mobile applications can encourage children with dyslexia to

participate in reading exercises that would otherwise be difficult for them
tedious and boring, also offering them the possibility of reinforcements
immediate feedback on their performance and consequently providing them with a

increase in self-confidence.
30
 We have reviewed the very diverse mobile applications
which can already be found on the market aimed at detection and
re-education of dyslexia, and the following have seemed to us to be those of
greater utility

Dytective:It is a free application, suitable for everyone.

ages and available in Spanish. It is an application that has
is specifically designed for early detection of the
dyslexia, so its usefulness is more than evident. It has been
sufficiently validated in controlled studies, and is based on a
brief test (of about fifteen minutes) that allows detecting a possible
dyslexic disorder.

Galexia:This application proposes an educational game designed for

improve dyslexia, reading fluency, and speech difficulties. It is
free and suitable for any school age, and specific to the language
Spanish. It is an application widely supported by
teachers, professionals and experts in dyslexia, speech therapy and education,
and seems to help generate greater interest in reading.

SanapalabrasFree application in Spanish, created from

criteria of speech therapy and aimed at the youngest
learn the words, their phonetics, and overcome the challenges of the language
through the game. It contains four different games, each one of
they focused on improving or training an aspect of the language, and in
particular the problems of dyslexia.

([Link]

When referring to intervention and treatment, we are referring to

how to treat dyslexic patients but not from a point of view

6(psychopediaorg, 2016)

31
empirical but rather academic and professional. Today there are several
fields of study that would address this problem, for example,
psychopedagogists, and the same educators who with an adequate
training we can mitigate the effects through appropriate
study methodologies. There are also technological mechanisms
that can help dyslexic patients, such as applications
mobiles, which can be very useful in situations like these.
The important thing is to seek plausible solutions and not to take refuge in the

despair and indifference, they would only seek exclusion and failure
school and social of boys and girls.

32
 CHAPTER IV

PROBLEMS ASSOCIATED WITH DYSLEXIA

4.1 DIFFICULTIES THAT MAY COEXIST WITH DYSLEXIA

These are some difficulties that may coexist with dyslexia or that
they can be confused with her:

ADHD can make it difficult to stay focused while reading and in other activities.
Approximately 40% of students withADHD alsothey have
dyslexia. But kids with dyslexia can be restless or act out in
class due to her frustration with reading, not due to ADHD.

Difficulties in executive function can affect different abilities and

learning areas. Theexecutive functionsthey include the organization, the
flexible thinking and functional memory.

Slow processing speed can affect reading, as well as

many other areas of learning. Boys are slower to grasp,

33
 process and respond to information. This can hinder mastery of
basic skills to read and understand the meaning of what they have read.

Auditory Processing Disorder, APD.

English affects a child's ability to organize the sounds they hear.
and, consequently, can hinder reading. The boys with thedisorder of the
auditory processing they often have trouble recognizing the
difference between the sounds of letters and pronouncing new words

4.2DIFFERENCES BETWEEN DYSLEXIA AND LEARNING DIFFICULTIES

VISUAL PROCESSING

Dysgraphia can affect a child's ability to trace and pronounce letters.

and numbers. It can also make it difficult to express ideas in writing. Many
boys with dysgraphia also have dyslexia.

Learn the differences between dyslexia and dysgraphia.

Dyscalculia makes math difficult. Many kids have problems.

severe both in reading and in mathematics and may
havedyscalculiabesides dyslexia. Having trouble learning to
counting is associated with both conditions.

4.3 DYSLEXIA AND ALEXIA

On the other hand, it is intended to differentiate dyslexia (which would be a disturbance

constitutional of reading) of alexia, which would refer to the disturbance

acquired, partially or totally, from reading. This criterion is also not easy to be
admitted, since neurologically the terms are also used
"dyslexia" and "alexia" as disturbance and suppression of reading
respectively, without prejudging the cause that determines the situation.
MARNIERI. 213)

34
4.4 SKILLS AFFECTED BY DYSLEXIA

Dyslexia can lead to other problems, some of which are

next:

Learning problems. Reading is a basic skill for

learning most of the subjects at school. A child with dyslexia is in
disadvantage and may have difficulties keeping up with the class.

Social problems. If the appropriate treatment is not received, dyslexia

it can provoke low self-esteem, behavioral problems, anxiety,
aggressiveness and social isolation.

The problems in adulthood. The inability to read and understand

it can prevent a child from reaching their full potential as an adult.
This can have long-term educational, social, and economic consequences.
deadline.

Listening comprehension. Children with dyslexia tend to be better.

listeners than readers. But they may find it difficult to filter the noise from
background when trying to listen to someone. In school, it is advisable that
They sit in the front row to be able to follow the teacher better.

Memory. Children with dyslexia can take a long time to read a

phrase that they forget the one they had read earlier. This makes them
it becomes complicated to understand the meaning of a text.

They may have trouble distinguishing between right and left.

to tell the time or manage time.

Children with dyslexia are at a higher risk of having a disorder of

attention deficit hyperactivity disorder (ADHD) and vice versa. You can read
more about this disorder in the following articleADHD: Disorder of
Attention deficit and hyperactivity.

35
 CHAPTER V

PEDAGOGICAL AND FAMILY GUIDANCE

5.1 PEDAGOGICAL ORIENTATION

General methodological actions in the classroom

A. Achieve proximity in your location in the classroom (as close as possible)

of the teaching staff, of the blackboard or of the exhibition elements to
group)

The proximity to points of interest, such as the blackboard, the teaching staff,
etcetera, provide students with more focused and directed attention.
This action enables the teacher to control and supervise the
completion of the task by the student.

Always check that you have understood the written material that you are going to

handle, explain it verbally:

The task of 'deciphering' what is written is the fundamental problem of this

student body, so we must ensure that they understand what is
written (in books, whiteboards, cards, tablets, etc.). If we explain it to him/her
Orally, we are using a means of information (language

36
 spoken) that he does know and handles normally. Or we can
utilizar recursos informáticos que convierten oralmente el texto escrito.

You will need help relating new concepts to experience.

previous, with the contents already worked on earlier.

We must try to ensure that sentence analysis is handled with

verbal sequences instead of written ones; only at the end of that oral process
will be able to identify them in the written sentences (after
work on them verbally, "from top to bottom".

When addressing mathematical reasoning in problem solving,

It can be proposed, in some sessions and in a small group, a scheme.
of work on problems at the oral level. Individually, they can
use the aforementioned computer resources for text conversion
written to oral.

C. Prioritize the oral evaluation of the content:

If the most effective means of information and learning is language

spoken, it can also be for assessment. Students must know
that there is another way to "demonstrate" what one knows.

The use of written language will always penalize in the evaluation of your
knowledge. Therefore, when necessary, to carry out an exercise
written, it is advised to privately discuss the questions again or
exercises completed. This completes the real assessment of the
knowledge of the students.

The evaluation of knowledge in writing can be done through

questions that involve answers to classify words, fill in with
true/false, complete sentences with one or two words, instead of
questions that require writing long sentences or small texts, because the
alumno o alumna con dislexia, al estar pendiente de expresar los

37
 content, devotes fewer resources to written expression and makes mistakes
spelling.
The students should be informed about when they will read aloud in class.
as well as what is expected of him or her:

It is necessary to significantly reduce the reading frequency in

class. But it is important to maintain the expectation of power
to demonstrate what one learns, even if it is more slowly.

From time to time, it can be proposed and agreed upon with the student.
a reading of yours aloud in class. It's about giving enough time.
of rehearsal so that he can show progress to the group and to himself or
herself.

Prior to the day of reading in class, the improvements that have been made are assessed.

achieved lately and how far it can go to do so, as well as

as far as it cannot reach yet.

Avoid giving long texts to read:

Based on reading speed, the size of the paragraph can be calculated.

What can we ask of him? It is about that reading not taking him more time.
that another student is limited in the amount to read, it does not
increase the reading time.
To demonstrate our interest in him or her and in their learning:

Make him see that we are attentive, not to correct him but to
help him.

Remind him of something he did well "the other day, at another time"
ask him about his specific difficulties while performing an exercise,
encourage him in the face of those difficulties, explain them to him, and support him.

38
It can be important, depending on the activities, to be surrounded by
competent classmates:
In group work, you can feel more motivated in the midst of it.
of their competent equals.

It is important to be aware that there are numerous opportunities to

contribute your creative part to the collective work.

Do not demand any spelling or punctuation; we know that

those are very difficult tasks, if not impossible:

It is the most formal part of written language and is very difficult for her.
It is intrinsically so. It does not automate the spelling rules although they
meet theoretically.

Given their difficulties in handling natural rules, we should not

to demand that he/she use the arbitrary rules.

It is difficult for me to score correctly.

Establish criteria for your work in concrete terms that can be

to understand

Evaluate your progress compared to yourself.

Help him in the areas where he needs to improve, or allow

external aids (that family or private teachers help them).

Give him time to organize his thoughts and to organize his

work.

39
[Link] correcting a dictation alone.
The mistakes I made in a dictation, in a large percentage, do not
They will be recognized if they are alone; they need the teaching staff to...
Guide him in observing what he has really written. Yes, it can be done.
try afterwards, when the correction task has already been completed
with the teaching staff, about the same text.
K. Avoid writing on the board in front of the entire class:
Just like reading aloud in class, it should be done on occasions pro-
sentences to be dictated.
length. You can write texts such as today's date, loose words
or very short sentences that complete an existing text.

To facilitate access to and use of computers or devices

electronics based on their age:
Computational and technical media can be of great help regarding
to spell checking. There is currently software adapted to
his difficulties that can be a motivating element for his tasks
of learning.

The greater or lesser use of computer resources should depend on

the age and the requirements of the educational curriculum.

They should be allowed to submit "homework" done on the computer and

to work in class with said resource, as much as possible.

To discuss the correction in writing with the child personally.

from the exercises done in class:

Once their written works have been corrected, they must be commented on.

Personally, the results and the correct alternatives.

It is necessary to avoid the systematic correction of all errors of its...

writing, just to point out those that are being worked on

40
 every moment. It's about understanding the corrections and learning from
they do not have for him or her the connotation of punishment or failure.

Corrections can be softened by avoiding negative meanings.

how to cross out or indicate the mistakes without further ado.

Not to limit your activity to simple tasks, but to know how to measure it.
amount of work:

This student body is capable of doing all kinds of tasks, although not
write them correctly. The written tasks that are proposed to you must
adapt to your level.

At the same time, we know that you need more time, so we have to
control the amount of homework, not its difficulty.

To ask for fewer homework assignments, though without hesitating in

give them some difficult exercise. Personalize the request.

According to the previous point, it is necessary to control the amount of task.

including progressively and scheduled difficulty challenges.

It is very important that the homework is requested personally.

without comparing the student with anyone, and as an agreement between the
students and their teachers.

It is necessary to avoid telling him 'go as far as you can' as it may provoke
a devaluation.

To repeat the tasks, the content, and the explanations as many times as
it is necessary
Let him know that he can ask about anything that he does not.
understand.
Check that we have your attention when explaining something. The contact
visual and the expression on their face is the best reference to assess their
attention capacity at each moment.
41
 Make sure you understand what you have to do.

Do not scold or sanction them for their forgetfulness and lapses.

It is common for them to forget assignments or exam dates, to lose math...

rails, who confuse one book for another, or mix up the exercise,
etcetera.

5.2 FAMILY ORIENTATION

The most important role that families of students have to fulfill with
Dyslexia is about emotional and social support, although they can also provide a
school support.

Regarding emotional and social support, the child must know that their
families understand the nature of their learning problems. This
it frequently requires giving the student some type of
explanation about their difficulties in reading and writing:

The important message that needs to be conveyed is that all involved

In their education, we know that their intellectual capacity is adequate and that
perhaps he has had to work much harder in his job to achieve his
current reading and writing level.

It is necessary to prevent family concerns from worsening the problems.

of the child, increasing their distress. It should be made very clear to them that
they can succeed.

Likewise, it is important to develop self-esteem at all levels, in

especially when feeling down or like a failure, without falling into the

overprotection or "anything goes", considering your son or daughter as your own

level, effort and performance.

42
 Let them know that success can involve a great amount of work, but that
it is understood your problem and that you will receive specific help for it.

Regarding the role of school support from families, research has

left evidence that their participation in reading activities
and the writing of their sons and daughters is positively related to the
reading performance.

The tasks that can be carried out in the family context and that promote
the progress of your son or daughter is as follows:

Help him learn how to organize his work, to know how to calculate how much
time it will take to complete school assignments or prepare for an exam.

Help him/her to be able to organize the backpack and the materials for the
extracurricular activities.

Anticipate breaks to avoid excessive fatigue.

Resort to visual schedules for the different activities, tasks, etc.

Use color codes to facilitate the location of things that

needs.

Help you manage your daily and weekly schedule.

Create simple memory games to help him prepare for exams and rules
mnemonics to remember spelling rules, etc.

Helping you create concept maps to improve your work techniques

intellectual.

Use appropriate computer and technical resources for your difficulties.

Basic guidelines for parents according to their child's educational level.

43
If your son or daughter is in the Early Childhood Education Stage:

Take advantage of any situation in everyday life to awaken the

curiosity of children for all types of written text: literary,
functional and informational or inquiry.

Talk and listen to your son or daughter using rich and expressive language. With
our explanations, the boys and girls will learn a lot about
the written language and about the writings we use habitually. Ask them to
tell them about what you have done at school.

Pay attention to the questions from the boys and girls about reading, even
before they start formally learning to read and write.

Practice reading aloud stories to bring your son or daughter closer to the
wonderful worlds created by literature.

Facilitates the reading of other types of texts: "illustrated" books about animals,
riddles, tongue twisters, word plays, poems, etc. Connect it
that they read what happens in everyday life.

Sing songs, read him rhyming books and say fun tongue twisters. These
they help children become sensitive to different sounds
what the words contain. Puppets can be used to do the activity
more attractive.

If your son or daughter is in first or second stage of Education

Primary:

Continue with the recommended suggestions for Early Childhood Education.

Present reading as a fun and exciting way to spend time.

free time.

44
 Let him know that he understands his difficulties, that he will always be by his side.
to help you, that you will make progress even if it costs you a lot and that you will be able to

to have specific help for that.

Show enthusiasm for your budding reading skills.

Create a pleasant and relaxed atmosphere for reading practice.

Suggest readings, do not force to read.

Be patient with your child's reading pace. The best you can do
To do this is to read each word carefully. As a father or mother
evite animarle a adivinarlas.

Encourage the habit of reading. The best way to do this is to establish it in

practice every day. It is advisable to dedicate time every day to the
reading in playful contexts, such as shared reading or reading of
stories.

Practice various games that help develop phonological awareness.

(letter dominoes, crosswords, I see-I see, word chains).

I worked at all times in collaboration with the teaching staff.

Help him to plan long tasks.

If your son or daughter is in third to sixth grade of Primary Education:

Continúe con las sugerencias anteriores.

Carry out activities to promote understanding: have them tell what they have
read, predict what you think will happen in the story, ask questions or clarify
terms.

Serve as a model and read; children imitate what they see and value what they
adults do.

Of emotional and social support.

45
 Boost your self-esteem by reinforcing your successes, your achievements, recognizing your

effort.

Don't spend all your free time on other activities. Let's leave time for
read.

Help him distribute school tasks according to a work plan.

molding it visually.

Put the books at home within reach of your sons and daughters, so that they can
read again and again those that you like (it is not always necessary to buy)
books, can be borrowed or exchanged with family and friends).

Convierta la lectura en una actividad de cada día.

Talk to him during meals and at other times when you are together. The
children learn words better when they hear them
frequently. Let's take every opportunity to present words
new and interesting.

Ask the teaching staff how they can be assisted.

Become a reader and writer because they learn the customs of the
people around them. They go to the library frequently because there is
activities for the whole family, such as reading stories,
computers, help with tasks and other events for the enjoyment of everyone
family.

If your son or daughter is in the Secondary Education Stage (Compulsory and

Post-secondary):

Maintain the good practices from the previous stage, adapting them to the age.
of their sons and daughters.

Talk to your son or daughter about the demands that the new stage may bring.
Discuss it with your son or daughter and carry out daily monitoring of the tasks.
school. Supervise the agenda and the calendar where the dates appear.

46
of exams and submission of assignments, thus helping him in the planning of
study tasks (organization of time dedication by areas,
subjects or reviews.
Encourage your son or daughter by valuing the successes achieved, no matter how small.

these be.
Sit with him or her and try to explain or help when asked.
Show interest in what your son or daughter does by sharing knowledge, books,
internet searches for materials, etc.
Share opinions about readings.

47
 CONCLCUSIONES

The dyslexic child feels his problem more when he is in groups.

heterogeneous where it is rated by comparing it with other children who do not
they have no difficulty and are subjected to a school program that does not take
consider the type of deficiencies that he/she suffers.

If pedagogical attention started from the preschool stage, it would

it would facilitate their learning and the results would be optimal.

Todo maestro de primaria podría capacitarse para poder resolver las

mild learning difficulties and leaving it in the hands of specialists only
the most severe cases.

The advantages of early diagnosis are invaluable for the

dyslexic child. If we can detect this type of problem when the child
he is still in preschool and we started to treat him immediately to avoid a
series of frustrations, as the moment of their entry to school arrives
primary, will soon be receiving the special attention it needs in order to
prepare it for the learning of reading and writing.

The learning difficulty of the dyslexic child is not related to their

intellectual level: there may be cases of severe dyslexia in children with level
high intellect.

The observation of the dyslexic child must be very broad, deep, and fine, and
the diagnostic conclusions of all the specialists involved in
the study of the child must coincide.

It is necessary to address the emotional issues of the child, as in these cases.

Your negative attitude can hinder your progress.

48
BIBLIOGRAPHY

 Lizardo Sánchez Merchán and Rafael Coveñas Rodríguez. Dyslexia, an approach

multidisciplinary. Edit. University Club. 2011
 Aránzazu Cejudo Cortes and Cecilia Corchuelo F. The evaluation–
psicopedagogía a debate. Edit. Afoe- 2018
 Sylvia Farnham–Diggory. Learning difficulties. Morata Publishing S.L.
2004
 Aida Marnieri Hidalgo and Zagra Méndez Barrantes. Detection of problems of
learning. Edit. Euned.
 Kolb Whishaw. Neuropsicología humana. 5ª Edicion. Edit. Medica
Panamericana.2003.
 Alfredo Ardelsa and others. Neuropsychology of learning disorders.
Edit. The Modern Manual. 2005
 Fernández Cueto Vega. Psicología de la lectura. 7ª Edición. 2008
 Torras de Bea, Eulalia, Outline on Dyslexia. Catalan Pediatrics (2001).

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 WEBGRAPHY

 What is dyslexia: symptoms, causes, and treatment

 [Link]/dyslexia/causes-of-dyslexia-751
 [Link]
 [Link]
 [Link]
 [Link]

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