„A dyslexic person of good or average intelligence perceives his environment in a different way, and his attention diminishes when confronted by letters or numbers. Due to a deficiency in his partial performances, his perception of these symbols differs from that by non-dyslexic people. This results in difficulties when learning to read, write and do arithmetic.“
Dr. Astrid Kopp-Duller 1995
• A child’s intermittent inattention when writing, reading or calculating, i.e., as soon as he encounters letters and/or numbers.
• Differentiated sensory perceptions which are not sufficiently developed for learning writing, reading and arithmetic (calculation).
• Perceptual mistakes due to blurred sensory perceptions and the resulting inattention.
• Frequent errors in writing, reading or calculating.
Reading, writing or arithmetical deficits result from an unusual circumstance in a child’s life which can arise from multiple causes (see picture), either congenital or acquired problems.
On the other hand, with a child with LRS or arithmetical deficits, it is often enough merely to concentrate on the symptoms, emphasizing practicing writing, reading and calculating, in order to achieve success.
Naturally, as with a dyslexic/dyscalculic child, one should not ignore the possibility of eventual secondary problems.
The educator-didactic level:
The psychological and medical level:
However, a child with solely a primary dyslexia should not be treated psychologically or medically, because the dyslexia itself is not a weakness, disturbance, disease or even impediment.
First of all, the child needs to be helped through a targeted educational-didactic approach. Expert qualified dyslexia trainers are equipped with the scientifically substantiated necessary knowledge to help dyslexic/dyscalculic children on an individual basis.
On the other hand, there are children whose concentration dysfunctions – all activities, including writing, reading and calculating, must be short and superficial – and hyperactivity – the entire daily routine is characterized by the child’s erratic behavior – manifest as true clinical symptoms.
An assessment may be reached through observation. If the child can occupy himself intensively and at length with activities that do not involve writing, reading and calculating, and the anxiety has only manifested at the time of his entering school or later, one can assume that merely associated symptoms are involved.