Writing and Reading Disorders Seen among Children

The following points highlight the four major expressive writing and reading disorders seen among children. The disorders are: 1. Developmental Expressive Writing Disorder 2. Developmental Reading Disorder 3. Developmental Articulation Disorder 4. Developmental Language Disorder.

Disorder # 1. Developmental Expressive Writing Disorder:

Developmental expressive writing disorder is a disorder having a quite recent origin. It is a new entity in DSM III-R. Clinically considered as a clear specific developmented disorder, it is an academic skill disorders and first occurs during childhood. This disorder is characterized by poor performance in writing and composition keeping in view the schooling and intellectual capacity of the child.

When the writing disorder sufficiently interferes with academic achievement and day to day activity it becomes a matter of concern and needs immediate attention for treatment. This disorder is apparent in childhood, particularly by the age of 07 years.

Causes:

There is no clear and specific cause of developmental expressive writing disorder. However, there are some indications that affected persons come more frequently from families with a history of this disorder. Currently psychiatrists are trying to find our more and more facts about this disorder through research.

According to one hypothesis this disorder is a combined effect of one or more of the following disorders, like developmental expressive language disorder and developmental receptive language disorder, developmental reading disorder. As per this hypothesis, there is a possibility of existence of neurological and cognitive defects or malfunction somewhere in the central information processing area.

According to the second hypothesis, most children with developmental expressive writing disorder have relatives with this disorder. Hence hereditary predisposition is emphasized as a cause. The third hypothesis holds that temperamental characteristics may have something to do with expressive writing disorder.

Children of good socio-economic back ground may recover completely if timely treatment is made. Severe writing disorder requires continuing extensive remedial treatment through the later period of the high school and even in the first stage of the college. But best treatment for this disorder is remedial educational intervention.

Intensive and continuous administration of writing therapy made for each specific individual care seems so far the most effective and successful treatment method. Patient therapist relationship should be optimum to get the best result along with Cooperation of the patient in the therapeutic programme.

In addition, associated and secondary emotional and behavioural problems should get immediate attention, counselling of the parents is also necessary.

Disorder # 2. Developmental Reading Disorder:

There is delay and impairment in reading competence. Despite long standing research work there is no consensus about the nature, etiology and treatment of this disorder.

Diagnosis should be made only when this impairment significantly interferes with academic achievement or with activities of daily living requiring reading skills. 2 to 8 per cent of school age children in the USA are affected by this disorder. It is two to four times more common in boys than in girls. No Indian statistics is available.

Though no specific reasons are so far assigned to this disease, it seems to be more prevalent in family members than in general population. Hence it may probably have a genetic origin. But results of family and twin studies do not supply ample evidence in favour of this view.

Developmental reading disorders is commonly found in children with cerebral palsy, epilepsy, prenatal complications premature birth and low birth weight etc. Temperamental factors may be a reason. Some studies show the relationship between developmental reading disorder and psychiatric problems like preexisting emotional and behavioural disorder.

Due to continuous failure in reading and subsequent frustration the child may suffer from shame and humiliation, anguish and depression. This may leads to aggression towards family members and society. This type of feeling may lead to conduct disorder.

But children from good socio-economic background recover quickly. Remedial educational approach is by far the best treatment procedure. Treatment by psychiatrists is also desirable. Counselling of the parents helps in quick recovery.

Disorder # 3. Developmental Articulation Disorder:

It refers to frequent and recurrent misarticulation of speech sounds, leading to abnormal speech development. Baby talk, delayed speech, lisping, oral in accuracy etc. come under this disorder. When the disorder becomes severe, the speech may be treatment. Developmental articulation disorder is defined as consistent failure to make correct articulation of speech sounds at the developmentally appropriate age.

10 per cent of the children below 8 years age and about 5% of children of 8 years and above age suffer from this disorder. It is about two to three times more common in boys than in girls. Its causes are unknown and cannot be attributed to any specific factor.

However, a disproportionately high rate of developmental articulation disorder has been noticed among children of lower families. This suggests the possible casual effects of inadequate speech stimulation and scope for reinforcement in such families.

Constitutional factors appear to be an important determining cause of developmental articulation disorder. The change of genetic components also cannot be ignored because of the high proportion of children suffering from this diseases have relatives with similar disorder.

Speech therapy is the most effective and successful method of treatment. Further, the child’s relationship with friends and peers should also be monitored. Counselling and psychiatric treatment may be necessary in due time.

Disorder # 4. Developmental Language Disorder:

This includes developmental expressive language disorder and developmental receptive language disorders. Due to these disorders there is marked deterioration in the development of expressive language and receptive language. The diagnosis should be made only when it affects the academic achievement or day to day activities adversely.

Though the specific causes of this language disorder is unknown the role of genetic factors cannot be ignored. Damages or malnutritional defects in cerebral developments may be one of the causative factors. But no specific evidence supports these contention.

Several other studies suggest the possible presence of underlying requirement of auditory discrimination. Low self esteem, poor frustration tolerance, depressed mood, and out bursts of temper are some of the important causes.

Individual psychotherapy for children suffering from this disorder and counselling and direct training of the parents in child management skill may be used as a method of treatment.

Behaviour therapy which teaches parents to discourage their child’s behaviour pattern and encourage appropriate behaviour may also be helpful. It also emphasizes on selectively reinforcing and praising appropriate behaviour and discouraging and not reinforcing undesirable behaviour.