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Review
. 2010 Oct;107(41):718-26; quiz 27.
doi: 10.3238/arztebl.2010.0718. Epub 2010 Oct 15.

The prevention, diagnosis, and treatment of dyslexia

Gerd Schulte-Körne  1
Affiliations
Review

The prevention, diagnosis, and treatment of dyslexia

Gerd Schulte-Körne. Dtsch Arztebl Int. 2010 Oct.

Abstract

Background: Reading and spelling disorder (dyslexia) is one of the more common specific developmental disorders, with a prevalence of approximately 5%. It is characterized by severe impairment of learning to read and spell.

Methods: We discuss major aspects of the diagnosis, treatment, and prevention of dyslexia on the basis of a selective literature review and the guidelines of the German Society of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy.

Results: 40% to 60% of dyslexic children have psychological manifestations, including anxiety, depression, and attention deficit. The diagnostic assessment of dyslexia consists of a battery of standardized reading and spelling tests and an evaluation of the child's psychological state, including additional information obtained from parents and teachers. The treatment of dyslexia is based on two main strategies: specific assistance with the impaired learning areas (reading and spelling) and psychotherapy for any coexisting psychological disturbance that may be present. Evaluated preventive strategies are available for use in kindergarten and at home.

Conclusion: The diagnosis of dyslexia should be established with the aid of the multiaxial classification system. The benefit of specific treatment strategies for dyslexia has not yet been demonstrated empirically. Nonetheless, evaluated prevention programs are available in kindergarten that have been found to promote children's ability to acquire reading and spelling skills in school.

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Figures

Figure 1
Figure 1
An example from German standardized spelling tests in the first years of spelling practice
Figure 2
Figure 2
The flowchart used at the author’s clinic to show the systematic route to correct spelling of the different German s-sounds, which consists of small steps (21, 22)
Figure 3
Figure 3
An example exercise from the “Let’s read!” prevention program (adapted from [24]). With kind permission of the publisher, Dr. Dieter Winkler
See this image and copyright information in PMC

Comment in

  • Still shameful.
    Ellenberger W. Ellenberger W. Dtsch Arztebl Int. 2011 Apr;108(15):262. doi: 10.3238/arztebl.2011.0262a. Epub 2011 Apr 15. Dtsch Arztebl Int. 2011. PMID: 21556264 Free PMC article. No abstract available.
  • Auditory perception disorder.
    Swart J. Swart J. Dtsch Arztebl Int. 2011 Apr;108(15):262. doi: 10.3238/arztebl.2011.0262b. Epub 2011 Apr 15. Dtsch Arztebl Int. 2011. PMID: 21556265 Free PMC article. No abstract available.

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