Dyslexia: meaning, types, symptoms, causes and effective treatments

Nowadays, the term of dyslexiaBut few truly understand its in-depth meaning or how it manifests throughout life. This condition, known as a reading disorder, affects children, adolescents, and adults, and its incidence is far higher than one might think. For this reason, we present the following article on this condition, which explores aspects such as its definition, typology, symptoms according to age, causes, consequences, diagnosis, treatments used to overcome it, and the role of the school and family environment.

Find out what dyslexia is and its meaning

Etymologically, the word dyslexia is made up of two words: dys, a word of Greek origin that translates as difficulty, and lexi, of Latin origin, which means readTherefore, a very literal translation of this term is difficulty reading.

It is defined as a specific difficulty in decoding and encoding of the elements of language with respect to reading, writing, and even speech (especially in relation to signs, letters, and sounds); which occurs in individuals with completely normal or even above-average cognitive abilities. This difficulty has its origin in brain dysfunctions, with which one is born or which are acquired as a result of an accident during the course of life.

Therefore, a person who exhibits persistent and significant difficulties to learn to read and write at the age at which it is considered normal to do so; without having any type of delay or intellectual disability, without relevant sensory disability (uncorrected hearing or vision problems, for example) and having received correct pedagogical guidance according to their level.

Some authors, like Harstein, Debray and Melékian, consider it as a learning disorder. Others see it as a specific and differentiated learning problem, such as Critchley, Nieto and PadgetThis is due to confusion regarding the symptoms. The truth is that today, most people are unclear about what dyslexia is. The term is colloquially used to refer generally to any reading and learning disorder, which is incorrect, since dyslexia has very defined characteristics.

In current scientific literature it is described as a specific learning disorder of neurobiological origincharacterized by difficulties in the accurate and fluent recognition of words, problems with spelling, and difficulty decoding texts. These difficulties are often related to a deficit in phonological processing of language, which is unexpected considering other cognitive abilities and the education received.

Regarding its incidence, this difficulty affects a significant percentage of school-aged children. Different studies place its prevalence between 5% and 10% of the school population, although slightly higher or lower figures are reported in some settings depending on the diagnostic criteria used. Of this total, a high percentage are male. In fact, approximately three out of every four affected individuals are boys. This was attributed in the past to the greater importance placed on boys' education. However, nowadays both boys and girls attend school without any impediment, so a definitive prevalence is still unknown. specific cause that justifies increased detection in one gender more than another; it is suspected that diagnostic factors and social expectations also play a role.

The way in which dyslexia affects people's lives will depend primarily on degree of difficulty (whether it is at a low, medium, or severe level). Thus, there are people with a mild degree who can excel in calculation and mathematics in general; or others with a more pronounced level who can still work in professions such as electrical technicians, artisans, goldsmiths, designers, and tailors. Finally, there are more severe cases in which this condition represents a significant impediment, limiting people to only very basic tasks without appropriate intervention.

It is important to emphasize that dyslexia It is not related to intelligenceMany dyslexic people have achieved outstanding accomplishments in various fields, demonstrating that, with appropriate support, difficulties in reading and writing do not prevent a full academic, work and social life.

Types of dyslexia: a complete classification

There are several learning difficulties, and dyslexia is one of them. It can be divided into different types, which depend on the specific way in which the difficulties manifest themselves in reading, writing, and language processing. This classification helps to better personalize the intervention.

a) Acquired dyslexia

This refers to dyslexia that originates in an individual who has already learned to read, following an accident or illness that causes the brain dysfunctionThese, in turn, are subdivided into peripheral y centralwhose identification will depend on whether the effect of the injury affects the visual perception of the information or the linguistic processing of it.

Peripheral dyslexia:

• Attention for: This term, proposed by Patterson, refers to cases where patients can identify words as a whole, as well as identify individual letters. However, they are unable to identify each letter that makes up a word when they are grouped together. In other words, they have trouble with focus visual attention in the complete sequence of letters.
• Visual: In this case, individuals confuse the words with others that are graphically similar. For example, they read misa instead of table; Salt instead of shawlamong others. However, they can identify the letters of words they are unable to read correctly. This type of dyslexia was described by Marshall and is associated with difficulties in the visual word recognition.
• Letter by letter: Of the types of dyslexia mentioned, this one is influenced by word lengthLetter-by-letter reading is when an individual feels the need to read aloud, or silently, each letter of a word. Reading becomes very slow and laborious because global representations of the words are not activated.

Central dyslexia: The patient has difficulty relating the graphic symbol to the meaning of the word; this is due to dysfunctions in the processing routes which serve as a means to relate them. Depending on the route through which this correlation is difficult to make, central dyslexia is classified as:

• Phonological: The patient exhibits impairment in the phonological route, as they are able to read familiar words through the visual route, but are unable to read new, unknown, or invented words. Someone with phonological dyslexia might read wolf instead of wolfFor example, or having serious difficulties reading pseudowords. This condition is related to problems in the phonological awareness and in grapheme-phoneme conversion.
• Superficial: It manifests itself especially with the misreading of irregular words, usually loanwords from other languages, which have a very similar spelling and pronunciation in the affected person's language. For example, "hall". It is related to damage at three points in the visual pathway: the visual lexicon’s most emblematic landmarks, the semantic system and the phonological lexiconThe person relies almost exclusively on phonological rules and makes mistakes with words that are not read as they are written.
• Semantics: The patient has the ability to read words using visual and phonological vocabulary; however, they are unable to find their meaning. In this type of dyslexia, there is a dysfunction in the connection between the visual lexicon and the semantic systemwhich prevents the extraction of the entire message. The subject can read aloud but not It includes what he has read.
• Deep (or mixed): This is one of the most severe types of dyslexia. The individual will have difficulties both reading pseudowords or irregular words and finding their meaning. patient with profound dyslexia They will present symptoms of both visual and phonological processing impairment. Thus, they may read "table" where it says "chair," or substitute words with others. related meaningproducing frequent semantic errors.

b) Developmental dyslexia

Also called developmental dyslexia, it is a learning disability that originates in an individual while they are learning to read and persists even after this stage. It is not caused by an acquired brain injury, but by a neurodevelopmental disorderThe symptoms in this case are very similar to those presented by those who suffer from the acquired type, but they manifest themselves from the first attempts to learn to read and write.

Within developmental dyslexia, labels are frequently used that describe the predominant profile of difficulties:

• Developmental phonological dyslexia: The main problems are associating letters with sounds, segmenting words into phonemes, reading new words or pseudowords, and applying grapheme-phoneme conversion rules.
• Developmental surface dyslexia: The child or adult relies excessively on phonetic reading. They make mistakes with irregular words and have difficulty constructing a orthographic lexicon broad and a slow reading of frequent words.
• Visual dyslexia: Frequent confusions appear between similar letters or words, difficulties in maintaining visual tracking of lines and in quickly recognizing global words.
• Deep or mixed dyslexia: Phonological, surface, and visual features are combined, resulting in a complex profile, with reading errors, comprehension problems, and significant spelling difficulties.

Symptoms of dyslexia according to age

Once the different types of dyslexia have been outlined, you can get an idea of ​​the signs associated with this disorder. However, it is helpful to break down the symptoms of dyslexia according to the evolutionary stage, since the manifestations change from early childhood to adulthood.

Early signs before school

The signs of dyslexia can be difficult to recognize before a child starts school, but some early signs These may indicate a problem in language development and future reading. They include:

• It takes him a while to start talking compared to other children of the same age.
• Learn new words slowly and has a somewhat smaller vocabulary than expected.
• Problems forming words correctlyFor example, it reverses sounds within a word or confuses words that sound similar.
• Difficulty remembering or naming letters, numbers, and basic colors.
• Problems learning songs children's songs or rhyming games, which indicates a less developed phonological awareness.
• Delayed speech development and difficulties with pronounce complex words.

Symptoms in school-age children

Once a child reaches school age, it is possible that the teacher Be the first to notice the problem. The level of severity varies, but the disorder usually becomes clear when the child begins to learn to read and write systematically. Among the classic symptoms initially described and those highlighted by current research, we can include:

• present a slow reading compared to children of the same level. This is a characteristic trait of dyslexic individuals and is very common as the child begins to read sentences and longer texts.
• They regularly lose their order of the lines of a certain text and, in fact, to guide themselves they use one of their fingers to point to the line they are on.
• They reverse the letters that make up words. In this way, they can confuse “b” with “p” or “q”, or “d” with “b”.
• While reading texts, they invent words with graphic signs similar to those of the original. They may or may not be consistent with the context of the reading.
• They can write in mirror sporadically, especially in the early years.
• They have difficulty spelling words, which causes them to have many doubts and, generally, they change the order of the letters or omit them.
• They read articles, prepositions, and conjunctions (called functional words), since they do not have a specific meaning with which they can be related.
• They present notable difficulties in to learn a new language, especially in the written aspect.
• They have difficulty pronouncing polysyllabic words and segment syllables.
• They find it difficult to learn the multiplication tables and other automatic sequences (days of the week, months, etc.).
• A reading level far below expectations for their age and grade.
• Problems for to process and understand what they hear when there is a lot of verbal information in succession.
• Difficulty finding the right word or formulating a quick answer to a question.
• Problems for recall sequences (multi-step instructions, lists, numerical series).
• Difficulty seeing (and, occasionally, hearing) similarities and differences between letters and words.
• Needing significantly more time to complete tasks that involve reading or writing.
• Avoid activities that require reading out loud or in writing, out of shame or frustration.

Symptoms in adolescents and adults

The signs of dyslexia in adolescents and adults are similar to those in children, although many people have developed compensation strategies which can partially mask the difficulties. Some common symptoms at these stages include:

• Difficulty reading, even for read aloud fluently.
• Reading and writing slow and laboriouswhich require great effort.
• Persistent spelling problems, even with common words.
• Avoid activities that require reading, such as long emails, reports, or long books.
• Poor pronunciation of names or uncommon words, or difficulty finding the right words.
• Needing a lot of time to complete tasks that involve reading or writing, multiple-choice exams, or report writing.
• Difficulty summarize a story or extract the main ideas from a text.
• Problems for learn a foreign languageespecially in the written part.
• Difficulty understanding mathematical problems that include long statements.
• Difficulty organize ideas in writing or structure texts coherently.
• Problems with short-term memory, such as remembering a list of instructions or brief notes.
• Feeling frustrated, developing low self-esteem, and in some cases, anxiety related to study or work.

When to consult a professional

Although minor reading difficulties may be common at the beginning of learning, it is advisable consult a specialist when:

• The child's reading level remains the same clearly below as expected for their age, grade, and intellectual potential.
• Reading and writing problems persist despite a appropriate teaching and the usual support.
• The difficulties cause a significant impact in academic performance, self-esteem, or social relationships.
• Adults have always noticed that reading and writing require a disproportionate effort and recognize many of the symptoms described.

In any of these cases, a evaluation by professionals in psychology, pedagogy and speech therapy It allows us to clarify whether dyslexia or another learning disorder exists and to design an appropriate intervention plan.

Causes of dyslexia and risk factors

Despite being a disorder that has been studied for decades, the causes of dyslexia remain not fully understood. Generally, we have described dyslexia according to its origin as evolutionary y acquiredThe causes of the latter are clear, as they result from specific neurological injuries or diseases. However, developmental dyslexia involves multiple factors that combine to create it.

Some of the following are described below: hypothesis and more widely accepted facts about its origin:

• Genetic causes: This is one of the most discussed and studied causes. Some scientists have attributed the development of this dysfunction to certain factors. genes and chromosomal regions related to language processing and reading. It is observed that dyslexia tends to occur more frequently in families where there are already other cases of reading difficulties, which reinforces the idea of ​​a significant heritabilityAlthough a single “dyslexia gene” has not been identified, it is known that there is a combination of genetic factors that increase predisposition.
• Neurological causes: At this point, congenital anomalies of a neurological nature and differences in the brain structure and functionPeople with dyslexia show distinct activation patterns in brain areas involved in phonological processing and reading (for example, in the temporal and parietal regions of the left hemisphere). Although these differences are not pathological in themselves, they help explain why the dyslexic brain processes written language differently.
• Hormonal causes: Some authors have linked it to the influence of certain hormones during developmentThis could help explain the higher prevalence in males described in various studies. However, this hypothesis is still debated and is not considered a definitive explanation.
• Sensory causes: These were described primarily in the types of acquired dyslexia. Sensory causes can be visual, auditory, and phonological. The first are due to difficulties in the visual processingThese include perceptual distortions or abnormal eye movements, which can make it difficult to follow the order of letters while reading. Auditory difficulties relate to problems discriminating and processing speech sounds. Finally, phonological causes refer to difficulties with segment and manipulate phonemes which constitute language, a central factor in most current models of dyslexia.
• Psychological and environmental causes: The theory that attributes the causes of dyslexia solely to psychological aspects is outdated, but it is recognized that factors such as and motivationThe emotional climate, early experiences with language, and access to books can modulate the expression of the difficulty. Some authors link greater academic problems to highly demanding and unsupportive environments, which increases anxiety and avoidance of reading. These factors do not cause dyslexia, but they can aggravate or soften its impact.
• Pedagogical causes: They are related to flawed, unsystematic, or poorly adapted teaching practices. However, this theory alone does not explain dyslexia: under similar techniques, some children develop severe difficulties while others do not. What is known is that explicit and structured instruction in written language can partially compensate the vulnerability of many children at risk.

In summary, developmental dyslexia is now understood as an underlying disorder neurobiological and genetic, which is influenced by environmental, educational and emotional factors, resulting in a wide range of profiles and degrees of impairment.

Consequences and complications associated with dyslexia

Untreated dyslexia can lead to a number of complications These consequences affect a person's academic, social, emotional, and professional life. Understanding these consequences is key to appreciating the importance of early diagnosis and intervention.

Academic difficulties and school failure

One of the most obvious impacts of dyslexia is on the academic performanceDifficulties in reading, writing, and reading comprehension interfere with progress in almost all subjects, as reading is a transversal skill. A student with dyslexia may exhibit:

• Overall underperformance despite their effortsThis leads to misunderstanding among parents and teachers if the difficulty is not diagnosed.
• Delays in acquiring content, need for more time to study and perform tasks, and greater cognitive fatigue.
• increased risk of school failure when appropriate adaptations and support are not applied.

Social and emotional problems

People with dyslexia, especially if they don't receive understanding and supportThey may experience:

• Low self-esteem and a feeling of being less capable than their peers.
• Repeated frustration with reading and writing tasks, which sometimes translates into avoidance behaviors or rebellion.
• Higher probability of suffering anxiety before exams, reading aloud, or situations where their difficulties may be exposed.
• In some cases, bullying, by becoming the target of jokes or criticism from colleagues who do not understand the disorder.
• Feelings of Social isolation and feelings of personal inferiority that, if they become chronic, can lead to more serious emotional problems, such as depression.

Impact on adulthood and the work environment

In adulthood, people with dyslexia may face challenges in work environments that require frequent use of reading and writing, such as:

• Difficulty reading lengthy reports, regulations, manuals, or complex emails.
• Need more time for write texts, prepare presentations or review documents.
• A feeling of always being "against the clock" and, at times, fear of making public mistakes.
• Work-related stress and anxiety, which can limit opportunities for promotion if reasonable adjustments are not made.

On the other hand, many people with dyslexia develop compensation strategies Highly effective, they rely on strengths such as visual thinking, creativity or intuition to excel in professions where reading and writing are not the central focus.

Most frequent associated disorders

Dyslexia can coexist with other conditions. neurodevelopmental disorders and of learning, such as the hyperlexiawhich complicates their clinical picture. Among the most frequently described associations are:

• Attention deficit hyperactivity disorder (ADHD): many children with dyslexia and ADHD They also exhibit difficulties with attention, impulsivity, or hyperactivity. ADHD can further hinder the acquisition of reading skills, and dyslexia can intensify the academic frustration associated with ADHD.
• Dyscalculia: significant difficulty in handling numbers and mathematical operations, beyond what is expected from dyslexia alone.
• Dysgraphia: alterations in written expression, in the quality of the stroke and in the organization of the text, independent or not of dyslexia.

Assessment and diagnosis of dyslexia

The detection and diagnosis of dyslexia is not based on a single test, but on a comprehensive and multidisciplinary evaluation carried out by specialized professionals (psychologists, educators, speech therapists, child neurologists, pediatricians, etc.).

Evaluation process

El usually includes:

• An first interview with the parents or the adult to learn about the history of language development, family background, school progress, current difficulties and motivations for the consultation.
• Information gathering from school, requesting the collaboration of the tutor and other teachers to assess the student's performance, classroom behavior, and strategies already in use.
• Application of standardized tests Reading, writing, and language comprehension tests, adapted to the age of the child or adult. These tests allow for comparison of the child's or adult's performance with that of the general population.
• Assessment of general cognitive skills (attention, memory, reasoning, oral language) to rule out or identify other associated difficulties.
• In some cases, additional studies (such as neurological or ophthalmological assessment) are needed. rule out sensory problems or neurological factors that explain the difficulties.

Diagnostic criteria

Overall, one can speak dyslexia when conditions such as the following are met:

• Significant and persistent difficulties in accurate reading, fluency, and comprehension, as well as in writing and spelling, which persist for at least several months or courses despite adequate teaching.
• These difficulties significantly interfere with academic performance, work performance, or daily life activities.
• They are not better explained by intellectual disabilitiesUncorrected sensory problems (vision, hearing), major neurological disorders, extreme lack of schooling, or other external factors.

It is important to remember that a formal diagnosis is usually more reliable once the child has had the opportunity to receive systematic reading instruction (usually in the early years of primary school), although difficulties can be detected at early ages. risk signs that justify preventive intervention.

Effective treatments and intervention strategies

The treatment of dyslexia must encompass the entire lifespan of the individual affected. Thus, early detection requires specific techniques to address or compensate for reading and writing difficulties. Although dyslexia has no "cure" in the medical sense, appropriate intervention can lead to significant improvement. very significant improvements in performance and reduce the impact of the disorder on daily life.

Guided reading programs: a multisensory approach

At this point, mention is made of guided reading programs; of which one of the best known is that of orton gillingham (OG), better known as Multisensory Structured Language Teaching (MSLE). This is considered one of the most effective tools for teaching children with dyslexia.

• The MSLE program uses all the senses to teach children to read. For example, students can learn a particular letter by looking at it, pronouncing it, and writing it with different materials so they can also feel or smell it. Visual, auditory, and kinesthetic learning are combined.
• Furthermore, it is necessary to entrust the child to specialist professionals in the area; that help them recognize the sounds of words, separate the sounds of words and mix them to form new ones, for example. This is known as word creation. phonological awarenessThus, they will also learn to pronounce words they do not know (decoding) and to construct a orthographic lexicon increasingly rich.
• In the classroom, it is recommended to teach children preferably in small groupsSimilarly, perform activities that allow you to manipulate one or two types of phonemes, instead of several at once, as is customary, so as not to overload working memory.
• Some, depending on the origin of the dyslexia, propose eye exercises that stimulate and improve the individual's visual perception, although this method is highly questioned today and is not part of the core of evidence-based interventions.

Speech therapy and language intervention

Speech therapy intervention focuses on improving language skills Basic skills: phonological awareness, auditory discrimination, sound-letter association, syllable and word construction, reading fluency, and comprehension. Through structured sessions, speech therapists specializing in dyslexia:

• They train the ability to segment words in syllables and phonemes, and to combine sounds to form words.
• They work the verbal memory and the automation of frequent spelling patterns.
• They teach strategies for understand textssuch as identifying main ideas, underlining, making outlines, or anticipating the content.

Techniques and adaptations to improve reading and writing

In addition to programs and speech therapy, there are multiple techniques that can help both children and adults with dyslexia:

• Multisensory approach in the classroom and at home: Use letters of different textures, write in sand or plasticine, accompany reading with gestures or movements, and always combine reading aloud with visual tracking of the text.
• Breaking down tasks into small steps: Instead of tackling long texts from the beginning, you work with short, accessible sentences, gradually increasing the length and complexity.
• Use of assistive technology: programs that read the text aloud while the user follows it with their eyes, advanced spell checkers, voice dictation applications, and e-books with audio options.
• Guided reading: Read together with a tutor, teacher or family member, alternating paragraphs and commenting on the content to reinforce both decoding and comprehension.
• Visual aids: markers to avoid losing your place, adapted fonts (such as typefaces designed for dyslexia), wide line spacing, and the use of soft background colors to reduce eye strain.

Support in the school setting

The success of the treatment also depends largely on the support received in the schoolSome common measures are:

• Inform the teaching staff about the diagnosis so that adapt the methodology and the evaluation.
• Allow more time to complete exams and written assignments.
• Reduce the amount of rote reading aloud in front of the group, replacing it with other forms of participation.
• Provide adapted study materials, summaries, outlines, audiobooks or texts with larger font.
• Evaluate more flexibly the misspellings when these are a direct result of dyslexia and not a lack of study.

The role of the family and strategies at home

At home, the family fulfills an essential function of emotional accompaniment and daily practice. Some helpful recommendations are:

• foster a positive attitude towards readingwithout pressuring or comparing the child to siblings or classmates.
• Read together frequently, choosing texts that are interesting and motivating for the person
• Reinforce achievements, however small they may seem, and avoid labeling the child as "lazy" or "not very capable".
• Collaborate closely with the professionals who care for you, following their guidance and replicating some of the practices at home. recommended activities.

Intervention in adolescents and adults

In the case of University students and adults, the approach focuses on:

• Working on strategies efficient reading and comprehension of long texts (marking ideas, use of summaries, audiobooks, etc.).
• Train skills in Planification and organization of complex tasks.
• Use intensively tecnologic tools (screen readers, advanced spell checkers, voice dictation).
• Request, when possible, adaptations in academic and work environments: additional time, alternative assessment formats, etc.

Today, technological advances can significantly improve the lives of dyslexics, especially during their student and professional years. There are recorders that can be used in class to occasionally replace note-taking, laptops with powerful spell checkers, audiobooks, educational platforms that integrate audio and text, as well as tutoring and special services offered by many educational institutions for these specific cases.

Once you know all about this very common problem, we invite you to Leave your opinion or experience You can discuss this topic in the comments section. You can also share this article on your social media to raise awareness of this issue that affects so many children, teenagers, and adults, and to remember that, with the right support, dyslexia does not prevent you from fully developing your personal and academic potential.