What's wrong with school

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LRS in school

Reading and spelling difficulties can be seen, for example, in slow, faltering reading and many spelling mistakes in written work. Most of the time, the teacher at school notices or parents notice that their child is having difficulty reading and writing. As a rule, early symptoms of LRS appear in the first phase of the written language acquisition, i.e. in the first or second grade of elementary school.

But the problems can also go unnoticed for a long time. Because an LRS, reading-spelling disorder or dyslexia, especially in higher grades, not only affects German as a subject, but also other subjects, it is possible that the particular difficulties are noticeable for the first time. Problems in math lessons, for example when working on word problems or understanding certain arithmetic rules, can therefore point to an undetected LRS and do not necessarily have to be a sign of so-called dyscalculia, i.e. a weakness in arithmetic.

So that the difficulties do not even spread beyond the subject of German, parents should observe at an early stage whether reading and writing are causing their child difficulties. Early support can eliminate the child's problems and help them cope with everyday school life and achieve good grades.

School support

If LRS or dyslexia is diagnosed, there are a number of ways to get support from the school. In addition to protecting grades and compensating for disadvantages, which should be used very carefully, LRS sufferers can also receive special support in school. Further information can be found in the dyslexia decree of the respective federal state.

School support can either mean support within the class or in separate support groups. In the federal state of Saxony there are even specially set up LRS classes that only children with reading and spelling difficulties attend. Even if this is not the case, the decision for parents is not easy: support in a class or group support in school? School support or is it better to support extracurricular support?

The basic rule is that LRS therapy must take place at least twice for two hours a week in order for it to achieve the desired success. In addition, it must work according to a scientifically sound concept that helps the children and young people affected to catch up on the learning steps that they have not yet completed. A professional diagnosis must be made before funding begins

Schools offer support for LRS children as far as they can, be it in elementary school or in a secondary school. However, because the LRS is a very complex problem, it quickly reaches its limits here. It is obvious that schools that are supposed to impart a wide range of knowledge and social skills cannot also treat dyslexia appropriately - at least as a rule. Last but not least, it is also the staffing of schools that makes the individual therapy that would be necessary more difficult.

Extracurricular support

It is therefore advisable for parents to look around for alternatives to school support that permanently eliminate reading and spelling weaknesses.

In the LOS, experienced support teachers work according to the LOS method, the effectiveness of which has been scientifically confirmed. It has been shown that support is most effective when - as in the LOS - takes place in small groups and at the same time supports the students individually. In this way, the children not only learn to read and write, but also acquire many other skills that are of great use to them in school.

Especially if a fear of failure and school fear or other pronounced impairments often develop over time due to dyslexia or LRS, it is advantageous to treat the difficulties on neutral ground and to simulate the school situation within the protected framework of individual support. In the midst of other children who have similar problems as themselves, LRS children learn in the LOS that there is no shame in making mistakes. Together with the improvement of their reading and writing skills, pupils not only become more self-confident, despite their particular problems, through the special lessons in the LOS, but they also soon experience school much more positively than before. If left untreated, LRS or dyslexia can negatively affect school, vocational training and future prospects.