ByHanna231
My child is starting second grade this summer and can barely read anything. When we have the word duck
he reads: DUCK as individual letters
contracted as a syllable he can also read EN and TE individually
If he should then pull it together he always speaks the last syllable first, so practically instead of ENTE ——> TENE
Is there a solution for something like this?
Is this dyslexia?
What is the problem?
I'm desperate
(2 votes)
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Hello
The problem is a false reading strategy. Usually several letters are recognized at once during reading. The exact number depends on 3 factors:
The smallest value “wines” here.
=> The good news here: These skills can be easily trained.
The eye must now be moved over the text in such a way that all the letters are covered, so long enough must be seen. Depending on age, exercise etc., this is about 50 ms up to 500 ms.
If the eyes are moved correctly, then you can see this from systematic jumps in reading direction, that is, from left to right. See linked video below.
Now to your son: Many children (and also adults (!)) do not come out of the spelling reading. Often you notice the “photo” of the word and spell it out of memory. This costs a lot of power and often the sense is not understood, simply because no attention is left.
What you need to do with your son to fix the problem:
Fair with a software, how many letters it can securely capture at once. This can be for example 4 pieces in 400 ms. If he spells (which I take very strongly), then go to 2 letters and show the 400 ms measured. That’s easy for him, because there are fewer letters. The task is now to speak immediately and without spelling.
Example:
It is shown “au”, so your son must immediately say “au” and not “a” => “u” => “au”. Therefore speak quickly, then there is no time for this.
As soon as this works (can go very quickly), continue with 3 letters, then 4 etc.
Only after that is read at all. The text division (segmentation) must always be as large as the number of letters that your son can recognize safely at once without spelling.
Important: If, for example, it can only be 3 letters (for 2 students quite normal), then no case syllables are often used longer. Ends or parts of words are then not seen and omitted, e.g. “scho” instead of “schon”. For the surrounding text, you set a small contrast so that it cannot distract. This looks like, for example:
This is the syllables.
The eye movements are now controlled. By the way, readback can have several causes:
You can find a TV contribution here:
https://www.celeco.de/rtl broadcast-legasthenie/
The software for this and more information can be found here:
https://www.celeco.de/product/real-read-learn-uebungs-set-english/
By the way, you can just call.
Go ahead.
This kind of mistakes make a lot of children, just that with spelling. If this is not dismissed (which is not a witch’s work), this remains until adulthood.
I hope that will help you
You can train this with a variety of sounding exercises.
I’d do it first with individual sounds, not with syllables.
Let’s say, for example, you have a box with many Schleich-Tieren whose names begin or end on E.
Then you draw a table with two columns on paper: “E at the beginning”, “E at the end”. The child now says the name of each animal and puts it on the right column of the table. The duck is a special case here, which may come in the middle.
This can be changed as desired: maybe an additional column “E in the interior of the word”, then the whole with a different sound than E etc.
That was just an example now. Depending on the exact reaction of the child, there are many other helpful exercises.
It works very well. Name this and name objects and then assign them to the outside in the middle. The problem only comes as soon as he has a word what to read and he doesn’t know what word it is.
It’s very strange that he doesn’t start around the back, but practically in the middle…
How does it generally look with the recognition of details? I noticed when looking at sky books with my children that is an ideal preparation for reading. The children learn to focus on a book and pay particular attention to small details. Can your child?
Can he read single words? Or does he twist letters?
Did someone teach him the letters with their name in kindergarten age? So the consonants with attached vocals, how to speak them as an adult. I’ve heard of a child in which this was the case, and that had to learn great difficulty reading.
The general detail is not a problem. Also in a super fast time.
Reading silver works very well. Example “ice” he reads egg and then pulls it together.
Now it came on holiday that he wrote letters wrong. Mirror.
We couldn’t find out about the kindergarten.
I’m not an expert, I only have children myself and think about it a bit.
What about numbers? In the first class, I don’t think I have three digits, but there are two digits. Can he make written numbers correctly? In our beautiful language, there is the problem that numbers from 21 are read about as you describe reading two-size words.
When I learned to read myself, we had the Fibel. There were reading texts, and we always had to read them. I had a one in reading. Only my parents noticed that I could hardly read. I was only never the first to do it, and if two-three other pupils had read in front of me, I could memorize the text. Could it be that your child tries similar, so not really reads, but just tries to interpret something from the word picture? My parents solved the problem at the time by writing fantasies that I should read. These were some drolling words, but they certainly did not happen in the Fibel. That solved the node, and I could read very well soon.
If he can recognize individual letters and name them correctly, but words only “read” if he recognizes the overall word, then he has not “cracked” the drawing of letters. This is indeed an important step to learn when reading. What about writing? At the end of the first class, they would have to write a lot.
Is he even motivated to read, or does he read only if he is specifically asked by teachers or you? The problem is that he is still so at the beginning that reading is not fun yet.
Numbers are actually difficult from 20 onwards. However, the calculation has been only up to 20. They were memorized up to 50, written but not yet.
My child advises and kills. The word ENTE was read today in the animal park. He saw the word and said directly, “I don’t know the animal” That’s what he knows the animal, too. Once the word ENTE was leopard, dog, stork,…
Also at the city of Gotha which he should read he said that would be called beach, zoo, cinema. And so I realize he doesn’t really read anything about it.
Promise this with the pediatrician – he can transfer to the logo holder.
Hello,
what does the teacher say?
This should also be explained with the pediatrician, a logo holder, possibly with an ophthalmologist.
AstridThePu
Logopedia takes 2 hours, no further therapy required. Ophthalmologist without finding.
The teacher doesn’t say anything
He reads backwards. Is the child a left-handed man?
No