Sunday, October 24, 2004
Is it "b"or "d"
It is a very common phenomena to observe the kids with reading disabilities reading "b" and "d" and getting confused with "p" "q" ,"I","l", "5","9" "6" etc.. Most often this condition is used as a characteristic to identify children with dyslexia. Though it might be useful for identifying kids with disabilities, it cannot be the whole and sole reason.Morevoer; there is a general misconception that children who write the numbers and letters in a reverse way also perceive them reversely. However this is not true. It is more related to developmentally appropriate writing.
While developing reading and writing skills, it is essential to have certain pre-learning skills. These include, identifying the left and the right hand side of the book, the front and the bottom, reading from left to right, identifying shapes and sizes etc.. During the early childhood days the spatial orientation is also developed when the child learns to identify that three objects whether in any condition represent three.
During the same time, the numbers and alphabets are introduced to them wherein they try to identify and generalize them. In fact during the first grade and early s3eond most of them get confused with b and d. Both are the same figures with different spatial orientation. However, as time passes by, most of them grow of it and learn how to use them more appropriately. However, it is not the same in case of children with Learning disabilities. They continue to have problems with the orientation of numbers and letters and thus have problems perceiving them in the right way. It takes some time to understand that a specific orientation of "d" is "b" while 6 is different from 9.
While developing reading and writing skills, it is essential to have certain pre-learning skills. These include, identifying the left and the right hand side of the book, the front and the bottom, reading from left to right, identifying shapes and sizes etc.. During the early childhood days the spatial orientation is also developed when the child learns to identify that three objects whether in any condition represent three.
During the same time, the numbers and alphabets are introduced to them wherein they try to identify and generalize them. In fact during the first grade and early s3eond most of them get confused with b and d. Both are the same figures with different spatial orientation. However, as time passes by, most of them grow of it and learn how to use them more appropriately. However, it is not the same in case of children with Learning disabilities. They continue to have problems with the orientation of numbers and letters and thus have problems perceiving them in the right way. It takes some time to understand that a specific orientation of "d" is "b" while 6 is different from 9.
# posted by Swapna Bolleboina @ 10:33 AM 
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I have seen a kids confuse pronouncing words like lorry (they call it rolly instead)
Do they perceive the difference between the words but get jumbled when they speak or do they perceive both the words the same thing?
Do they perceive the difference between the words but get jumbled when they speak or do they perceive both the words the same thing?
Well, Sham that might be the case of distortion which we learn in speech pathology. However, interesting question. I am not sure if it is linked with any perceptual problem but will find out . Thanks for askign such a good question:).
Hi Sham,
I enquired about the previosu question with my proffessor. Most often the substitution of sounds and letters had more than a single reason.At times it can be beacause of the difficulty in saying it out(because of the difficulty in articulation or the positioning of the tongue and sounding it out),or dues to the difficulty in decoding the letters and their correspondign sounds.
Because r and l are very close sounds which have almost similar positioning of the tongue,it can result in spelling lorry as rolly.We need to check the way the child speels other sounds which aren't confusing. If still the problem persisits and the child substitutes the sounds with another irrelevant sound, then we need to take action.
I hope I have answered your query.
I enquired about the previosu question with my proffessor. Most often the substitution of sounds and letters had more than a single reason.At times it can be beacause of the difficulty in saying it out(because of the difficulty in articulation or the positioning of the tongue and sounding it out),or dues to the difficulty in decoding the letters and their correspondign sounds.
Because r and l are very close sounds which have almost similar positioning of the tongue,it can result in spelling lorry as rolly.We need to check the way the child speels other sounds which aren't confusing. If still the problem persisits and the child substitutes the sounds with another irrelevant sound, then we need to take action.
I hope I have answered your query.
Thanks for your answers Swapna, I guess I am beginning to understand the amazing complexity involved in learning speech (growing up in general), more often taken for granted.
Actually, as it turns out, reversals are a red herring. Children with Learning Disabilities (especially dyslexia) make numerically more reversal errors than their non-disabled peers, but the percentage of reversals errors made by children in each group does not differ. I've discussed this repeatedly on LD Blog.
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