what are the symptoms of dyxlexia?

Answer 1

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge
A person with dyslexia is someone whose problem in reading is not the result of emotional problems, lack of motivation, poor teaching, mental retardation, or vision or hearing deficits. Dyslexia is a persistent, lifelong condition. There's no cure for it, but there are ways to approach learning and be successful.

Although kids with dyslexia have language processing and learning difficulties in common, the symptoms and severity can be quite different. Kids learn some academic skills at a level lower than others their same age and intellectual peers, but they can do other things quite well. They may be talented in the arts, skilled in technology, or adept with spatial relationships. These strengths and talents need to be encouraged and reinforced

Answer 2

The appendix is a closed-ended, narrow tube up to several inches in length that attaches to the cecum (the first part of the colon) like a worm. (The anatomical name for the appendix, vermiform appendix, means worm-like appendage.) The inner lining of the appendix produces a small amount of mucus that flows through the open center of the appendix and into the cecum. The wall of the appendix contains lymphatic tissue that is part of the immune system for making antibodies. Like the rest of the colon, the wall of the appendix also contains a layer of muscle, but the muscle is poorly developed. What is appendicitis and what causes appendicitis? Appendicitis means inflammation of the appendix. It is thought that appendicitis begins when the opening from the appendix into the cecum becomes blocked. The blockage may be due to a build-up of thick mucus within the appendix or to stool that enters the appendix from the cecum. The mucus or stool hardens, becomes rock-like, and blocks the opening. This rock is called a fecalith (literally, a rock of stool). At other times, the lymphatic tissue in the appendix may swell and block the appendix. After the blockage occurs, bacteria which normally are found within the appendix begin to invade (infect) the wall of the appendix. The body responds to the invasion by mounting an attack on the bacteria, an attack called inflammation. An alternative theory for the cause of appendicitis is an initial rupture of the appendix followed by spread of bacteria outside the appendix.. The cause of such a rupture is unclear, but it may relate to changes that occur in the lymphatic tissue, for example, inflammation, that line the wall of the appendix.) If the inflammation and infection spread through the wall of the appendix, the appendix can rupture. After rupture, infection can spread throughout the abdomen; however, it usually is confined to a small area surrounding the appendix (forming a peri-appendiceal abscess). Sometimes, the body is successful in containing ("healing") the appendicitis without surgical treatment if the infection and accompanying inflammation do not spread throughout the abdomen. The inflammation, pain and symptoms may disappear. This is particularly true in elderly patients and when antibiotics are used. The patients then may come to the doctor long after the episode of appendicitis with a lump or a mass in the right lower abdomen that is due to the scarring that occurs during healing. This lump might raise the suspicion of cancer.

Answer 3

The most common dyslexia symptoms:-

1)One of the most obvious telltale signs is reversals. People with this kind of problem often confuse letters like b and d, either when reading or when writing, or they sometimes read (or write) words like “rat” for “tar,” or “won” for “now.”
2)Another sure sign, which needs no confirmation by means of any form of testing, is elisions, that is when a person sometimes reads or writes “cat” when the word is actually “cart.”
3)The person who reads very slowly and hesitantly, who reads without fluency, word by word, or who constantly loses his place, thereby leaving out whole chunks or reading the same passage twice, has a reading problem.
4)The person may try to sound out the letters of the word, but then be unable to say the correct word. For example, he may sound the letters “c-a-t” but then say “cold.”
5)He may read or write the letters of a word in the wrong order, like “left” for “felt,” or the syllables in the wrong order, like “emeny” for “enemy,” or words in the wrong order, like “are there” for “there are.”
6)He may spell words as they sound, for example “rite” for “right.”
7)He may read with poor comprehension, or it may be that he remembers little of what he reads.
8)The person may have a poor and/or slow handwriting. This problem is often referred to as “dysgraphia.”

Answer 4

my brother had serious difficulties leaning to read as the words appear to move on the page ask if this is the case if he/she cannot tell you as doesnt know what they are supposed look like take a see through piece of coloured plastic sheets (folder inserts are fine ) try blue and orange apparently they help to calm everything down and stop the words jumping around also a terrible lack of ability to sit still out of bordem or disruptive behaviour can link to dyslexia the child/adult acts out as isnt interested in whats going on in the classroom good luckx

Answer 5

A lot of. A psychologist should talk with you and do some test. Some symptoms may be: problems at school, problems with learning, memorising things, putting into order, mistakes and errors even if you copy or rewrite sth...

Answer 6

delayed speech (not speaking any words by the child's first birthday. Often, they don't start talking until they are two, two-and-a-half, three, or even older.)

mixing up sounds in multi-syllabic words (ex: aminal for animal, bisghetti for spaghetti, hekalopter for helicopter, hangaberg for hamburger, mazageen for magazine, etc.)

early stuttering or cluttering

lots of ear infections

can't master tying shoes

confusion over left versus right, over versus under, before versus after, and other directionality words and concepts

late to establish a dominant hand
May switch from right hand to left hand while coloring, writing, or doing any other task. Eventually, the child will usually establish a preferred hand, but it may not be until they are 7 or 8. Even then, they may use one hand for writing, but the other hand for sports.

inability to correctly complete phonemic awareness task

despite listening to stories that contain lots of rhyming words, such as Dr. Seuss, cannot tell you words that rhyme with cat or seat by the age of four-and-a-half

difficulty learning the names of the letters or sounds in the alphabet; difficulty writing the alphabet in order

Trouble correctly articulating R's and L's as well as M's and N's. They often have "immature" speech. They may still be saying "wed and gween" instead of "red and green" in second or third grade.

Answer 7

Did you mean dyslexia? If so, number and letters written upside down or backwards. Replacedment of d for b, or vice versa, not being able to read new words not memorized, no phonic skills, no comprehension due to not being able to read the word, tracking issues from left to right

Answer 8

How about joining DAM (Mother's Against Dyslexia)?

Answer 9

What is Dyslexia?

Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding.

Is there any treatment?

The main focus of treatment should be on the specific learning problems of affected individuals. The usual course is to modify teaching methods and the educational environment to meet the specific needs of the individual with dyslexia.

What is the prognosis?

For those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people, producing different symptoms and varying degrees of severity, that predictions are hard to make. The prognosis is generally good, however, for individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are involved in a proper remediation program.

What research is being done?

The NINDS and other institutes of the National Institutes of Health, including the National Institute of Child Health and Human Development and the National Institute of Mental Health, conduct research on dyslexia. Current research avenues focus on developing techniques to diagnose and treat dyslexia and other learning disabilities, increasing the understanding of the biological basis of learning disabilities, and exploring the relationship between neurophysiological processes and cognitive functions with regard to reading ability.

Organizations

International Dyslexia Association
8600 LaSalle Road
Chester Building, Ste. 382
Baltimore, MD 21286-2044
[e-mail]
http://www.interdys.org
Tel: [phone]-ABCD123
Fax: [phone]

Learning Disabilities Association of America
4156 Library Road
Suite 1
Pittsburgh, PA 15234-1349
[e-mail]
http://www.ldaamerica.org
Tel: [phone]
Fax: [phone]

National Center for Learning Disabilities
381 Park Avenue South
Suite 1401
New York, NY 10016
http://www.ld.org
Tel: [phone]
Fax: [phone]

National Institute of Child Health and Human Development (NICHD)
National Institutes of Health, DHHS
31 Center Drive, Rm. 2A32 MSC 2425
Bethesda, MD 20892-2425
http://www.nichd.nih.gov
Tel: [phone]
Fax: [phone]

National Institute of Mental Health (NIMH)
National Institutes of Health, DHHS
6001 Executive Blvd. Rm. 8184, MSC 9663
Bethesda, MD 20892-9663
[e-mail]
http://www.nimh.nih.gov
Tel: [phone]-615-NIMH (-6464) 301-443-8431 (TTY)
Fax: [phone]

Related NINDS Publications and Information

NINDS Learning Disabilities Information Page
Learning disabilities information sheet compiled by the National Institute of Neurological Disorders and Stroke (NINDS).

Prepared by:
Office of Communications and Public Liaison
National Institute of Neurological Disorders and Stroke
National Institutes of Health
Bethesda, MD 20892

NINDS health-related material is provided for information purposes only and does not necessarily represent endorsement by or an official position of the National Institute of Neurological Disorders and Stroke or any other Federal agency. Advice on the treatment or care of an individual patient should be obtained through consultation with a physician who has examined that patient or is familiar with that patient's medical history.

All NINDS-prepared information is in the public domain and may be freely copied. Credit to the NINDS or the NIH is appreciated.

Last updated February 07, 2006

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There is no single pattern of difficulty that affects all dyslexic people. A dyslexic person might have any of the following problems:

She might see some letters as backwards or upside down;
She might see text appearing to jump around on a page;
She might not be able to tell the difference between letters that look similar in shape such as o and e and c ;
She might not be able to tell the difference between letters that have similar shape but different orientation, such as b and p and d and q ;
The letters might look all jumbled up and out of order;
The letters and words might look all bunched together;
The letters of some words might appear completely backwards, such as the word bird looking like drib ;
The letters and words might look o.k., but the dyslexic person might get a severe headache or feel sick to her stomach every time she tries to read;
She might see the letters o.k., but not be able to sound out words -- that is, not be able to connect the letters to the sounds they make and understand them;
She might be able to connect the letters and sound out words, but not recognize words she has seen before, no matter how many times she has seen them -- each time she would have to start fresh;
She might be able to read the words o.k. but not be able to make sense of or remember what she reads, so that she finds herself coming back to read the same passage over and over again.
A dyslexic person could have any of the above symptoms -- or none ! It is possible for a dyslexic person to be able to read very well, yet find it extremely difficult or impossible to write or spell . Sometimes the writing problem is called 'dysgraphia' instead of 'dyslexia' - but we find that often these symptoms stem from the same underlying causes as dyslexia.

It is important to understand that when a dyslexic person *sees* letters or words reversed or mixed up, there is usually nothing wrong with her eyes. The problem is in the way the mind interprets what the eyes see -- like an optical illusion, except this mismatch between what illusion and reality happens with ordinary print on a page.

Answer 10

For example that you can't spell the word dislexia.