Dysedetic Dyslexia describes a Dyslexia type that indicates the difficulty a child faces when connecting sounds to symbols. A Dysedetic Dyslexia child has a tough time sounding out words, makes frequent spelling errors but has a good grasp of phonic concepts. The most common feature of Dysedetic Dyslexia is the lack of ability to re-visualize a word, usually the small and irregular non-phonetic words like “what”, “the”, “does” and etc.
Dysedetic Dyslexia children’s spelling pattern reveals that they are mostly confused with alphabets that differ in orientation like “b – d”, “p – q” and etc. Such children also have trouble with words that are reversed dynamically. A Dysedetic Dyslexia child has very limited sight vocabulary. They can recognize a handful of words from the whole configuration. The words need to be read aloud extensively. Such children also do not keep track of the passage that they have been reading and have a tendency to omit letters that have not been visually noted. They also face dilemma while following the text lines sequentially. A Dysedetic Dyslexia child also has difficulty with rapid retrieval of words owing to visual weakness. Their strength lies in accurately spelling difficult phonetic words but they are incapable of spelling simple irregular words.
A Dysedetic Dyslexia child has trouble in recalling the letters when writing. Owing to their inability to remember “eidetic words” they face problems in learning to read and spell. This predicament is compounded because they have problem in remembering irregular sight words that create hurdles while learning to read or spell. The condition is referred to as Dysedetic Dyslexia. Though the child does not have trouble in understanding phonic words but is incapable of recapitulating the nature of words. Evidence points to a strong relationship between Dysedetic Dyslexia and Genetics. It is believed that the disease was passed down to each generation in varying degrees regardless of the gender of the child.
Persons with Dysedetic Dyslexia rarely have problem while spelling phonetic words but becomes slow when reading, writing or spelling non-phonetic words. Phonic based reading approach does not find favor with the Dysedetic Dyslexia child. This phenomenon is also termed “visual Dyslexia” since the person suffering from Dysedetic Dyslexia has problems in viewing symbols and writing words based on those symbols. The child faces considerable trouble in recognizing whole words and spelling out the words. The words are spelt in such a manner that they can easily be sorted phonetically but are most inaccurately spelt. A Dyslexic child is prone to completely reverse the spelling.
Most of the remedial measures for Dysedetic Dyslexia centers on training to emphasize the use of phonics. With phonic training the Dyslexic child is capable of reading beyond the elementary stage.
What is Dyslexia