Dyslexia
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The Nuts and Bolts of Dyslexia
(Part I in a series of four of The Nuts and Bolts of Dyslexia Articles)
The nuts and bolts of Dyslexia is a four part series designed to give a comprehensive view of Dyslexia. There is much misinformation about Dyslexia and therefore, many parents or dyslexic adults are missing a full understanding of the ramifications to having Dyslexia. In part 1 of nuts and bolts, we’ll cover the history and the different levels of Dyslexia, and we’ll give you an understanding of how our school systems handle Dyslexia so that you can be the best advocate for your child’s education.
History of Dyslexia
Dyslexia was coined by Berlin, a German ophthalmologist in 1887. Dys means bad from the Greek language; the root lexia is also from Greek which relates to the written word. In 1896 a British ophthalmologist, Hinshelwood, called Dyslexia “word-blindness”. Dyslexia was not defined more until 1925, when Dr. Samuel T. Orton further defined Dyslexia in regards to letter reversal errors and emphasized that dyslexic persons’ intelligence test scores do not correlate with their reading ability. In 1936, Dr. Orton and Ms. Anna Gillingham established the “Orton-Gillingham approach”, which referred to their structured, sequential and multi-sensory techniques. Programs incorporating the Orton-Gillingham approach are widely used today by therapist and teachers who are specifically trained in this approach Dr.Orton, well-respected in his field, founded the Orton Dyslexia Society to promote advocacy programs for Dyslexia. Today, the society is known as The International Dyslexia Association.
Dyslexia: As Defined By School Systems
Dyslexia is a Specific Learning Disability that is neurobiological in origin. Schools refer to Dyslexia as a “Specific Learning Disability” in their Individual Educational Program (IEP). It is important to understand, however, that Learning Disability is not a specific term. Learning disability is used for legislative, financial, and educational purposes only. Learning Disability means a disorder in one or more of the basic processes involved in understanding spoken or written language. It may show up as a problem in listening, thinking, speaking, reading, writing, or spelling or in a person’s ability to do math, despite intelligence.
Understanding Dyslexia Testing In Schools
Schools test only for “Learning Disabilities,” not specifically for Dyslexia. Only the most severely Dyslexic children meet the criteria for a Learning Disability, or LD, and get help through the Special Education system. According to the National Institutes of Health’s research, 80 percent of children with a Learning Disability actually have Dyslexia. Dyslexia is by far the most common learning disability. But only one in ten children with Dyslexia qualifies for special education services. Dyslexic children who do not qualify have a high chance for “falling through the cracks.” They’re in the regular classroom, struggling far more than they should, and they’re at extremely high risk for dropping out of school later. In public schools, you have the legal right to an Individualized Education Program (IEP) if your child is found to have Dyslexia. You do not have this legal cover in a private school; each individual private school makes its own decisions as to how they will help those with learning disabilities.
There are the main challenges for a Dyslexic student:
Reading-Difficulties with accurate and/or fluent word recognition, decoding (phonetics) of words, reading comprehension and slow growth of vocabulary.
Spelling-Visual memory weaknesses prevent a child from having a strong memory of what many common words look like. Using multi-sensory materials and techniques is the most effective help with spelling. 96% of the English words are regular. A Dyslexic’s spelling word list should be very limited and the use of computers for spelling word practice and tests is encouraged. Spelling words forwards and backwards is a big help for long-term memory of spelling words. Please do not tell a Dyslexic to use the dictionary to find the spelling of a word.
Sentence punctuation- Often, Dyslexic children omit ending punctuation and capitals on words. For practice, type a paragraph with 5-6 lines in it on the computer. Have your student add the punctuation and capitalization.
Handwriting-with their poor memory, dyslexic children experience difficulty memorizing the sequence of movements which make up the writing of each letter. If this problem is severe, it is called “Dysgraphia.” A Dyslexic’s handwriting should be graded only on the content, rather than on the handwriting. The best help for improving handwriting and memorizing spellings is to teach Dyslexic students cursive handwriting and the use of a word processor is suggested.
Sequencing of Ideas-Telling a story in the right order or explaining what happened can cause problems. Dyslexic older students need to be taught to use a rough outline before writing an essay. At first, this will be time-consuming, but it will results in confident writers.
Plenty of children struggle with reading. In a few months of receiving extra help, they usually catch up. A child with Dyslexia has enduring and unexpected difficulty with reading, spelling, and writing. A dyslexic child, although bright, will not just “get it” after receiving extra help through traditional methods such a tutoring. A Dyslexic person needs a different kind of help over a longer period of time.
Traditional instructional programs are not appropriate for people with Dyslexia. Dyslexics do not process language as others do. They need instruction that is clear, organized, and multi-sensory. Along with these techniques, the structure of written English is taught-sounds (phonemes), prefixes, suffixes, roots and common spelling rules. There are many good programs incorporating the Orton-Gillingham Multisensory approach to learning. Some of the most popular Orton-Gillingham programs include: The Stevenson Language, The Recipe for Reading, Spalding The Writing Road To Reading, Wilson, Herman Method, Slingerland, and Alphabetic Phonics.
All Orton-Gillingham programs have these features in common:
- Phonology (study of sounds) and Phonological Awareness -the ability to segment words into their component sounds.
- Sound-symbol association-mapping speech to print
- Syllable instruction- teaching of the six basic types of syllables in the English language and the rules that dictate syllable division.
- Morphology-the study of how roots and affixes combine to form words and convey meaning.
- Syntax-the set of rules which dictate the sequence of words in a sentence; this includes grammar and the mechanics of language
- Multi-sensory-using all learning pathways in the brain (visual, auditory, kinesthetic-tactile)
- Systematic and cumulative-material is organized in the logical order of the language beginning with the simplest and progressing to the more difficult
- Direct Instruction-direct teaching of all concepts with continuous student-teacher interaction.
- Diagnostic teaching- the teaching plan is based on continuous monitoring of the student’s needs. Everything taught is learned so that it becomes automatic before moving forward to the next step.
- Synthetic and analytic instruction-Synthetic is used in spelling and writing (which are harder than reading) and they require combining the parts of language to form whole words; reading requires the analytic instruction which teaches how reading can be broken down into its component parts.
Types of Dyslexia
Did you know that psychologists even categorize subtypes of Dyslexia. Dyslexia is now understood to be seen as a heterogeneous, specific, reading dysfunction, with each type having its own distinct coding pattern. A brief description of these types of Dyslexia follows:
- Dysnemkinesia: (Motor) Reversal problems in writing and printing. This literally means “poor memory of motor movements and this type involves number and letter reversals. It involves the frontal lobe, left hemisphere for right handed and right hemisphere for left handed. This Dyslexia is much less frequent than either Dyseidesia or Dysphonesia. The majority of Dyslexic individuals do not have a problem with letter reversals. Scholastic handicapping is relatively insignificant in students with this condition compared with those with Dysphonesia or Dyseidesia. This Dyslexia is easily cured in most cases. Dysgraphia, difficulty with writing, and Dyspraxia, difficulty with motor skills, are names synonymous with Dysnemkinesia.
- Dysphonesia: (Auditory) This Dyslexic has lots of trouble with phonics in reading (decoding) and spelling (encoding) of words. It is also called Phonological, Dysphonetic or Auditory Dyslexia. In Dysphonesia, students are able to spell words by sight but they are poor at phonetic spelling of words. Students should use the Orton-Gillingham method which is a multisensory approach involving integration of the visual, auditory, tactile, and kinesthetic senses in a specialized structured program.
- Dyseidesia: (Visual) Sight word problems in reading (decoding) and spelling (encoding) of words. This type of Dyslexia is very genetic. Students slowly sound out words, but they have learned to read mostly by sight and they struggle with irregular words (said, who, any). They spell phonetically. This Dyslexia occurs in the left hemisphere for right-handed persons and some left-handed persons have linguistic functions in the right hemisphere of the brain. They rely heavily on time-consuming word-attack skills to decode words so their reading is slow and laborious. Phonetic decoding of unfamiliar or unknown words is poor; the dysphonetic individual has difficulty syllabicating, sounding out, and blending the sounds to decode the word. Word substitutions, such as home for house, are common. Students with this type of Dyslexia learn to read and spell the best by the sight word approach, also called the look/say method. An Orton-Gillingham method is suggested for this type of Dyslexia, too. Other names for this Dyslexia are Surface Dyslexia or Visual Dyslexia.
- Dysphoneidesia: A combination of 2+3; this is also called Mixed Dyslexia. This is a combination of phonological and visual Dyslexia. These students have severe deficits in reading as well as visual motor integration and working memory.
- Dysnemkinphonesia: A combination of 1+2;
- Dysnemkineidesia: A combination of 1+3
- Dysnemkinphoneidesia: A combination of 1+2+3
- Dysnomia: This is also named Semantic Dyslexia or Naming-Speed Dyslexia. The student has trouble recalling the correct word so they like to say “the thingy” when they cannot retrieve the word quickly.
- Double Deficit: This is when a student has both Dysphonesia or Phonological Dyslexia and Dysnomia.
- Dyscalculia- this means difficulty with Math.
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The Nuts and Bolts of Dyslexia, Part II
The Nuts & Bolts of Dyslexia is a four part series designed to give a comprehensive view of dyslexia. In the first series, we covered the history of dyslexia, dyslexia as defined by school systems, dyslexia testing in schools. and the different dyslexia types.
Although there is no cure for dyslexia, individuals with this disorder frequently respond successfully to timely and appropriate intervention. A recently published study by Carnegie Mellon University shows that the brain can permanently rewire itself and overcome reading deficits, if students are given 100 hours of intensive remedial instruction. The study, published in the August issue of the journal Neuropsychologia, shows that the remedial instruction resulted in an increase in brain activity in several cortical regions associated with reading, and that gains became further solidified during the year following instruction. "This study demonstrates how remedial instruction can use the plasticity of the human brain to gain an educational improvement," said neuroscientist Marcel Just, director of Carnegie Mellon's Center for Cognitive Brain Imaging (CCBI) and senior author of the study. "Focused instruction can help underperforming brain areas to increase their brain proficiency." To read the rest of the article, go to:
Wiring Of A Dyslexic Brain
People with Dyslexia have a larger right-hemisphere in their brains than those of normal readers. That may be one reason people with Dyslexia often have significant strengths in areas controlled by the right-side of the brain, such as artistic, athletic, and mechanical gifts; 3-D visualization ability; musical talent; creative problem solving skills; and intuitive people skills. In addition to unique brain architecture, people with Dyslexia have unusual "wiring". Neurons are found in unusual places in the brain, and are not as neatly ordered as in non-Dyslexic brains. In addition to unique brain architecture and unusual wiring, f/MRI studies have shown that people with Dyslexia do not use the same part of their brain when reading as other people and there appears to be no consistent areas used among Dyslexic readers. It is therefore assumed that people with Dyslexia are not using the most efficient part of their brain when they read. A different part of their brain has taken over that function.
Study Conclusions
The National Institutes of Health conducted a longitudinal study by tracking 5,000 children at random from all over the country starting when they were 4 years old until they graduated from high school. These research results have been independently replicated and are now considered to be irrefutable:
National Dyslexia Statistics
- Dyslexia affects at least 1 out of every 5 children in the United States.
- Dyslexia represents the most common and prevalent of all known learning disabilities
- Dyslexia is the most researched of all learning disabilities.
- Dyslexia affects as many boys as girls.
- Some forms of dyslexia are highly heritable.
- Dyslexia is the leading cause of reading failure and school dropouts in our nation.
- Reading failure is the most commonly shared characteristic of juvenile justice offenders.
- Dyslexia is identifiable, with 92% accuracy, at ages 5 1/2 to 6 1/2.
Dyslexia Testing & Management
- Dyslexia has been shown to be clearly related to neurophysiologic differences in brain function. Dyslexic children display difficulty with the sound/symbol correspondences of our written code because of these differences in brain function.
- Early intervention is essential for this population.
- The current "discrepancy model" testing utilized by our nation's public schools to establish eligibility for special education services is not a valid diagnostic marker for Dyslexia.
- Word recognition difficulties are the most reliable indicators of reading disability in older children and adults. Slow, labored, and inaccurate reading of real and nonsense words in isolation is key warning signs.
- This laborious reading of single words frequently impedes the individual's ability to comprehend what has been read, even though listening comprehension is adequate.
- Disabled readers must be provided highly structured programs that explicitly teach application of phonologic rules to print. Phonics instruction results in more favorable outcomes for disabled readers than does a context-emphasis (whole-language) approach.
Reading With Dyslexia
- Dyslexia is primarily due to linguistic deficits. We now know dyslexia is due to a difficulty processing language. It is not due to visual problems.
- Reading failure caused by Dyslexia is highly preventable through direct, explicit instruction in phonemic awareness.
- Children do not outgrow reading failure or Dyslexia.
- Of children who display reading problems in the first grade, 74% will be poor readers in the ninth grade and into adulthood unless they receive informed and explicit instruction on phonemic awareness. Children do not mature out of their reading difficulties.
- Research evidence does not support the use of "whole language" reading approaches to teach Dyslexic children.
- Even among children and adults who score within normal ranges on reading achievement tests, many report that reading is so laborious and unproductive that they rarely read either for learning or for pleasure.
- Developing adequate awareness of phonemes is not dependent on intelligence, socio-economic status, or parents' education, but can be fostered through direct, explicit instruction. Such instruction is shown to accelerate reading acquisition in general, even as it reduces the incidence of reading failure.
Dyslexia & ADD
- Dyslexia and ADD are two separate and identifiable entities.
- Dyslexia and ADD so frequently coexist within the same child and it is always best to test for both.
- Children with both Dyslexia and ADD are at dramatically increased risk for substance abuse and felony convictions if they do not receive appropriate interventions.
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The Nuts and Bolts of Dyslexia, Part III
The Nuts & Bolts of Dyslexia is a four part series designed to give a comprehensive view of dyslexia. In the second series, we covered the wiring of a dyslexic brain, national dyslexia statistics, dyslexia testing and management, reading with dyslexia, and dyslexia and ADD. You can read the first series by clicking here.
To help you determine if you or your child may be affected by dyslexia, the following are general warning signs. If there are three or more warning signs present, along with a history of Dyslexia in your family, seek an assessment for Dyslexia if your child is 5.5 years or older.
In Preschool
- Delayed speech
- Mixing up the sounds and syllables in long words
- Chronic ear infections
- Severe reactions to childhood illnesses
- Constant confusion of left versus right
- Late establishing a dominant hand
- Difficulty learning to tie shoes
- Trouble memorizing their address, phone number, or the alphabet
- Cant create words that rhyme
- A close relative with dyslexia
In Elementary School
- Dysgraphia (slow, non-automatic handwriting that is difficult to read)
- Letter or number reversals continuing past the end of first grade
- Extreme difficulty learning cursive
- Slow, choppy, inaccurate reading:
- Guesses based on shape or context
- Skips or misreads prepositions (at, to, of)
- Ignores suffixes
- Cant sound out unknown words
- Terrible spelling
- Often cant remember sight words (they, were, does) or homonyms (their, theyre, and there)
- Difficulty telling time with a clock with hands
- Trouble with math-memorizing multiplication tables and a sequence of steps, and directionality
- When speaking, difficulty finding the correct word-- Lots of whatyamacallits and thingies; common sayings come out slightly twisted
- Extremely messy bedroom, backpack, and desk
- Dreads going to school (stomach aches, headaches; may have nightmares about school
In High School (All of the above symptoms plus the following)
- Limited vocabulary
- Extremely poor written expression
- Large discrepancy between verbal skills and written compositions
- Unable to master a foreign language
- Difficulty reading printed music
- Poor grades in many classes
- May drop out of high school
Most Dyslexics are happy and well-adjusted BEFORE they start school. Their emotional problems begin when early reading instruction does not meet their individual learning styles. They may: become frustrated with when they are unable to meet parent and teacher expectations; have difficulty reading social cues and reading body language of others; exhibit anxiety due to tremendous inconsistencies of daily performance; be inconsistent in their errors; have trouble finding the right words so they stammer or pause before answering questions.
If you notice your child has three or more warning signs listed above, and you have a history of Dyslexia in your family, seek an assessment for dyslexia for your child beginning at 5 ½ years or older.
Following are dyslexia symptoms in adults (Education history similar to above, plus the following):
- Slow reader
- May have to read a page 2 or 3 times to understand it
- Terrible speller
- Difficulty putting thoughts onto paper
- Dreads writing memos or letters
- Still has difficulty with right versus left
- Often gets lost, even in a familiar city
- Sometimes confuses b and d, especially when tired or sick
Without the right type of reading instruction, most adults with dyslexia no matter how smart they are cant read or write above the third-grade level. In the United States, that is considered functionally illiterate. An adult at the third-grade reading level means they dont read well enough to fill out a job application read a memo from their boss, pass the drivers license test, write a note to their childs teacher, or read their child a bedtime story. Their job options and earning power are limited, their success in college is rare, and they drop out of high school at a much higher rate than the national average.
If you are an adult suffering from dyslexia, it is not too late to seek an assessment for dyslexia. Studies have found that theres no age limitation when it comes to cognitive improvements. With training and exercise, the brain can increase its capabilities in memory, concentration and clearer thinking at any age.
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The Nuts and Bolts of Dyslexia, Part IV
This is the last article of a four part series designed to give a comprehensive view of dyslexia. In the third series, we covered the general warning signs and symptoms of dyslexia. You can read the third series by clicking here.
If you recall the second series, we covered the wiring of a dyslexic brain, gave national statistics and study conclusions, and explained testing and management of dyslexia. Where there is no cure for dyslexia, individuals with this disorder frequently respond successfully to timely and appropriate intervention. The brain can permanently rewire itself and overcome reading deficits, if students are given 100 hours of intensive remedial instruction.
In this series, we give parents of dyslexic children a detailed outline of Accommodations that parents will want to familiarize themselves with when working with school officials in assuring their child receive the best possible education.
Classroom Accommodations for Dyslexic Students
An Accommodation is a change in the way a teacher presents information. Where each child has a civil right to equal access to education, despite any disabilities they may have, schools are required to offer fair means to provide each student with what they need to succeed. With this in mind, parents of dyslexic children will need to be aware to ask for accommodations for their child and be proactive in seeing this into fruition.
Dyslexic students need a teacher who:
- Understands their frustration and that their difficulties are due to an inherited brain difference
- Will be their champion and not give up on them
- Provides a safe environment in their classroom
- Will not embarrass them in front of their friends
- Reduces their fear and anxiety in the classroom
- Never forces them to participate in a spelling bee
- Never has them write on the board
- Maintains privacy of their homework and tests
- Never calls on them unless they volunteer
- Instills in that it is OK to make mistakes
Following are Accommodations for dyslexic children and how you, the parent, can work with your student’s teacher(s) to provide the most efficient means for your child’s learning success.
Dyslexia Accommodations for Reading
- Provide all books on audio tape
- During silent sustained reading, the teacher will need to allow the student to either read or to listen and read
Following are some resources for books on tapes:
- Recording for the Blind and Dyslexic for textbooks (800-221-4792, www.rfbd.org)
- Recorded Books Rentals for best sellers, leisure books, and classics (800-638-1304, www.recordedbooks.com)
- Books on Tape Rentals for best sellers, leisure books, and classics (800-88-BOOKS, www.booksontape.com)
- Your local library can obtain many recorded books for you.
Accommodations for Spelling
Dyslexic students can’t learn to spell by memorizing, nor can they learn to spell by writing a word 50 times. Work with your student’s teacher to:
- Not grade their spelling tests. In fact, ask that they do not put a spelling grade on their report card at all and leave that area blank
- Ignore spelling mistakes on written assignments; grade on content, not mechanics
- Do not force the student to use a traditional dictionary; allow electronic spell checkers instead
Accommodations for Handwriting
- The teacher should provide a copy of the board notes or tape record the class versus allowing the student to rely on not taking.
- Photocopy any pages with problems and allow the student to write answers on the photocopy as an alternative to asking the student to copy from a book.
- Provide a written copy of the assignments instead of having student handwrite their assignments.
- Accept typed assignments created on a portable keyboard (AlphaSmart Pro, www.alphasmart.com, 888-274-0680,), laptop or classroom computer.
Accommodations for Written Expression
- Provide an alternative to written reports such as a created video or mural, class presentation, etc.
- Make writing reports a team project
Accommodations for Homework
Ask your student’s teacher to:
- Shorten homework assignments
- Avoid sending home unfinished classroom work; shorten classroom assignments instead
- Be consistent when assigning homework
- Assign homework buddies
- E-mail home the assignment sheet
- Be consistent when collecting homework
- Immediately notify you if assignments are not turned in.
- Not count homework late you cannot find them when lost
Accommodations for Memory
- Allow a calculator or printed copy of multiplication tables for the student to use
- Ask two-choice questions instead of open-ended questions on work and tests
Accommodations for Test Anxiety
Work with your student’s teacher to:
- Conduct oral review session during class
- Provide your student a sample test
- Allow open-book and open-notes tests or allow students to bring one page of notes to the test
- Give oral testing with extended times. An additional option here can be to allow the student to complete the test at home under parental supervision
- Allow the student to listen to each question on a pre-recorded test and then dictate each answer into a second tape recorder
- Shorten tests
- If your student has ADD/ADHD, ask the teacher to allow tests to be taken in a distraction-free room
- Use easy test formats such as to draw lines from question to answer or fill in blank with a given list of possible answers
Accommodations for Grading:
Your student’s teacher will need to:
- Grade shortened assignments or tests as: number of correct answers divided by number of problems answered
- If your student gets a poor grade on a test, ask the teacher to allow your student to retake the test or earn extra credit
- Give many small quizzes rather than one or two big exams
- Never flunk your student as long as they participate and try
Each year, you will need to educate your child's new teacher(s) on the Accommodations that worked well the prior year. These accommodations allow dyslexic students to master the curriculum and prove their knowledge - even though they may not (yet) read, write, or spell at grade level. Be prepared to visit the classroom from time to time, make sure accommodations are implemented properly.
If your child has an I.E.P. or 504 Plan write a letter asking for a meeting to modify the plan and add any accommodations to the plan that you feel are necessary for your child’s success. Also, add your child’s strengths and interests and list ways they can be used in the classroom. Remember to include accommodations that your child will need to pass the state standard tests and high school exit exams.
If your child does NOT have an I.E.P. or 504 Plan, ask politely for a parent-teacher meeting before school begins. Explain your child’s strengths and weaknesses; ask all of his teachers to try the accommodations you’re requesting for one month and then, have a follow-up meeting to review the results.
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Dyslexia, A Child's Gift
By Claudette Anderson
In the US, researchers estimate that there are five to nine percent of school aged children who are dyslexic. Due to under diagnosis, some argue that figure to be as high as twenty percent. Even with these differences, Dyslexia is anything but a curse; instead, it is a gift.
Dyslexia is a medical condition that affects ten to fifteen percent of the US population as a whole, yet only five out of one hundred dyslexics are recognized and receive assistance. Contrary to popular belief, Dyslexia is a language disability, not a reading disability. Not only does it affect the ability to learn to read, write, and spell by conventional methods, it affects the ability to communicate in more subtle ways.
So why is dyslexia a gift?
Dyslexic children grow to process 400 times to 2,000 times faster than that of a normal individual. They also tend to over compensate their disabilities with more desirable characteristics such as enhanced creativity, the ability to understand the bigger picture, understand how to develop new strategies, spend more time exploring ideas and are excellent problem solvers. These are traits seen in successful entrepreneurs. A study by the Tulip Financial Group found that 40% of 300 millionaires who participated in a comprehensive study are dyslexic. Some famous people who were diagnosed with dyslexia are Walt Disney who was determined to bring his creations to life, Thomas Edison who didn’t speak until he was 4 years of age, Tom Cruise who considered himself “a functional illiterate” but now works with children and teaches them to read, Agatha Christie who toiled with her words but persevered to become “the Queen of Crime” and Charles Schwab who has a website, www.dyslexiacenter.org dedicated to dyslexia and learning disabilities.
Some symptoms of dyslexia in young children range in age but may include frequently mispronouncing words, using baby talk, having difficulty remembering names of letters, number, days of the week and seasons, have trouble breaking spoken words into syllables, failing to connect letters and sounds, spelling terribly and having messy handwriting. But to be sure there are new assessment methods that have more indicators of dyslexia that one could test in.
Where there is no cure for dyslexia, there are methods that children can learn to overcome their barriers to learning and can become successful in their academic studies in childhood, and successful professionals as adults. Dyslexic children are visual, three dimensional thinkers. They are intuitive, highly creative and they excel at hands-on learning. Because it is sometimes hard for them to understand letters, numbers, symbols, and written words, dyslexic children need to work with methods geared to their unique, three dimensional learning style.
In an article published by WebMD this month, Dyslexia – Helping Your Child, parents are encouraged to respect and challenge their child’s natural intelligence, despite the challenges of dyslexia. They stress that their dyslexia has nothing to do with the amount of intelligence a child has, it is simply a learning disability that can be overcome. With the help of parents of a dyslexic child, the child can come to understand that even with dyslexia, they are most likely to come into greatness, mastering skills throughout their life faster than the average person with proper therapy and training.
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Dysgraphia: Difficulty with Handwriting
Dysgraphia is a learning disability that affects writing abilities. It is a neurological processing disorder that affects a student’s ability to spell, to produce legible handwriting, and to put thoughts on paper. Just having bad handwriting doesn't mean a person has Dysgraphia. A student with Dysgraphia may learn much less from an assignment because they must focus on writing mechanics instead of content. For those having Dysgraphia, writing becomes a source of frustration and they do not reap the benefits from writing.
It is estimated that Dysgraphia costs American industry and business $30 billion per year. (Deuel, 1994). Some researchers contend that part of the reason Dysgraphia exists is due to relatively little time allocated to the cognitively complex business of writing in many classrooms. (Stein, Dixon & Isaacason,1994)
Types of Dysgraphia:
- Dyslexic Dysgraphia: written text is illegible; spelling is severely abnormal; normal drawing and copying of original text, normal finger tapping speed.
- Motor Dysgraphia: illegible written and copied text, normal spelling abilities, difficulties in drawing and abnormal finger tapping speed.
- Spatial Dysgraphia: illegible writing, whether spontaneously produced or copied, normal spelling and finger tapping speed, but great difficulties drawing.
Signs of Dysgraphia:
- Tight, awkward pencil grip and body position.
- Slow or labored copying or writing, even if it is neat and legible; illegible handwriting.
- Avoiding writing or drawing tasks.
- Tiring quickly while writing.
- Saying words out loud while writing.
- Unfinished or omitted words in sentences ; difficulty organizing thoughts on paper.
- Difficulty with syntax structure and grammar.
- Large gap between written ideas and understanding demonstrated through speech.
- Mixes print and cursive writing, upper and lower case letters, irregular sizes, shapes, or slant of letters.
- Inconsistent spaces between words and letters; inconsistent position on page with respect to lines and margins
A student with Dysgraphia will benefit from specific accommodations in the learning environment. Parents and school personnel involved can build a plan of accommodations that will engage the student in reaching his/her best learning potential.
Helpful Strategies:
- With younger students, use paper with raised lines for a sensory guide to staying within the lines.
- Provide different types of pencils, pens, and pencil grips for the student to try.
- Teach cursive writing earlier than expected since students find cursive easier to manage.
- Use large graph paper for math calculation to keep columns and rows organized.
- Allow more time for written tasks.
- Have the teacher give a copy of the notes to the student.
- Provide a worksheet for the student to work Math problems on.
- Reduce copying aspects of work.
- Reduce the length requirements on written assignments; stress quality over quantity.
- Have students proofread their work after a short break.
- Remove “neatness” and/or “spelling” as a grading criterion for assignments.
- Allow the student to dictate some assignments or tests to a scribe or to orally complete the assignment.
- Use a tape recorder for recording ideas for a written project.
- Allow oral reports or visually presented projects.
- Teach the student keyboarding skills.
- Use an Assistive Technology program for writing help, such as Don Johnston’s CO: Writer or Write: Outloud, or Dragon Naturally Speaking 10, the best selling speech recognition software on the market.
- Build handwriting instruction into the student’s schedule. Use an alternative method such as “Handwriting Without Tears.”
- If severe enough, the student may benefit from occupational therapy.
- Teach how to approach writing assignments: Organize your ideas, Create an outline, Make a list of key words, Write a draft, Edit your work, Revise your work, Produce a final draft.
Be patient and positive with a student who has Dysgraphia. Students with Dysgraphia are often intelligent and good at reading, and because of this, illegible, messy, or incomplete written work is often misinterpreted. Words such as “lazy, careless, poorly motive”, should never be used with these students. Encourage practice and praise their effort. Becoming a good writer takes time and practice.
By law, teachers are to make “reasonable accommodations” for individuals with learning disabilities, such as Dysgraphia. But, your child’s teacher might not be aware of the specific accommodations that are helpful. Parents need to explain the challenges that their child faces as a result of the learning disability Dysgraphia.
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Social & Emotional Problems Related to Dyslexia
Research shows that dyslexia, a specific learning disability, is a neurological-based condition. The brain of the dyslexic develops and functions differently from other brains. Not better or worse, just differently. Dyslexia is life-long and it does not result from inadequate intelligence, poor instruction, brain injury, disease, visual problems, or idleness. With intensive remedial instruction based on the student's specific needs with a dyslexia specialist, school modifications of the content and curriculum and with the aid of assistive technology, dyslexics can develop their unique talents and lead very rewarding, successful lives.
Samuel T. Orton, M.D. was one of the first researchers to describe the emotional aspects of dyslexia. His research indicated that dyslexic preschoolers are happy and well adjusted. Emotional problems for dyslexics appear when they begin to learn how to read because their reading instruction does not match their right brain dominance. It is emotionally difficult for dyslexics to see their peers surpass them in reading abilities. Also, they are prone to make careless mistakes because of their dyslexia. Dyslexics feel discouraged and frustrated with themselves because they are working very diligently in school and home, but they are not meeting school and parental expectations. It is so harmful for educators to tell dyslexics and their parents that they know the child is very bright, but they "just need to try harder." If they only knew how hard a dyslexic student works.
According to The International Dyslexia Association, social problems in relationships for dyslexics are due to these causes:
- Dyslexic children may be physically and socially immature compare to their peers. Poor self-image and fewer friends can result from this.
- Dyslexics may be inept in social situations.
- Dyslexics have difficulty interpreting social cues.
- Dyslexics often have trouble with finding the right words to say; they might stammer or pause when answering a question.
- Dyslexics frequently do not remember the sequence of events due to their poor memory. A dyslexic might seem to be lying in recalling the specific order of events.
- Dyslexics take longer to learn from their mistakes.
- Dyslexics' strengths and weaknesses can be greatly exaggerated. Their performance varies from day to day. At times, they can accomplish amazing tasks and at other times, the simplest tasks are impossible. This leads to confusion for the dyslexic since they can never know how their performance will be on a given day.
Dyslexics experience feelings of: inferiority, loneliness, and isolation. Stress, anxiety, anger, poor self-image, depression, and fatigue are common in a dyslexic's life.
Dyslexics can react to stress in a variety of ways: losing hair and weight, having blinding headaches, being extremely shy, or having a confrontational behavior. Anxiety occurs when dyslexics become fearful that they will fail at tasks. They may avoid tasks. This avoidance behavior is misinterpreted as laziness. Anger is produced when frustration takes a hold of a dyslexic. The dyslexic's poor self-image is due to the frustration and anxiety in their lives. On average, a poor self-image is in place by age 10. Depression can be a complication in some dyslexics. With a poor self-image, dyslexics turn their anger toward themselves. They are at a higher risk for intense feelings of sorrow and pain. Fatigue is common due to amount of concentration and effort required by a dyslexic. Nicholson and Fawcett's 1995 research showed that it takes a dyslexic ten times as long to master a difficult skill as a non-dyslexic student.
Judy K. Schara sums up the reality of dyslexia in her poem:
A Dyslexic We May Be
The problems of a dyslexic are as big as an elephant, But with work, care and love, they'll become as small as an ant
We have our ups and downs. But, really, we're not a bunch of clowns.
The words get all mixed up and jumbled, And some letters even upside-down tumbled.
North, South, East or West...Which is which? If we're not careful, we'll end up in a ditch.
All jumbled and jived our words do come out, And to straighten them out can be quite a bout.
Panic was our middle name, when asked to read aloud, For the words often seemed to be in a cloud.
As readers we are very slow, For many of the words we don't know.
In some things we're beyond the diploma we hold, But in others we're in the dark like a mole.
We have no real limitations For we have no boundaries on our imaginations.
We are fighters from the word "go," Just try to box us in and you'll find out...so.
Slow, lazy, retarded, non-achievers, and emotionally disturbed are a few of our mis-labels. We're really just mis-wired, But quite stable.
You'll find us in every walk of life, from doctor, lawyer, to Indian chief, All we ask of you is to have in us faith, confidence, trust and believe.
We are in good company...Rockefeller, Edison, DaVinci, Einstein and Yeats, just to name a few...Now if that list won't do, Add Mary, Anna, Ed and John, Judy, Claudia, Debbie, and Rone, And I could go on, and on, and on.
Like snowflakes, no two of us are alike, but take a chance, Get to know us...
We can be quite a delight.
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Dyslexia and the Auditory System
Dyslexia manifests itself differently from individual to individual. However, the only common factor seems to be that dyslexics read at levels significantly lower than typical people of a similar age and intelligence.
Reading, whether silent or aloud, has to do with processing sound. Sound is a very complex mixture of frequencies with varying intensities. Analyzing it so quickly and accurately is exceedingly difficult. We analyze sounds in the inner ear, more specifically in the cochlea. If the cochlea is not analyzing sounds accurately, dyslexia can occur.
Each sound has a base frequency and some higher frequencies. When some sounds have nearly the same frequency, differing only in the higher frequencies, a person with dyslexia might misinterpret them. For example, a "B" and "P" have similar base frequencies. Also, a "T" and a "D" have similar base frequencies. When someone says to them, "Bob", they are not sure what was said. It could be "Bob" or "Bop" or "Pop." By the time they have figure out what was said, the speaker is already into saying the next sentence. Consequently, the person with dyslexia tends to process language at a slower rate. Hence, they have an auditory processing problem.
To address this problem, the student needs to retrain their ears to hear and process these differences more efficiently. At Prescription for Success, we achieve this training by having the student work at home with "THE LISTENING PROGRAM."
"THE LISTENING PROGRAM," based on the work of Dr. Alfred A. Tomatis, is a music-Based Auditory Stimulation method that gently trains the auditory system to accurately process sound. Classical works of Mozart, Haydn, and Vivaldi are used to create change in the brain. With over thirty years of research, clinical cases, and independent studies conducted through universities, schools, and learning centers, THE LISTENING PROGRAM is highly respected and recommended among professionals.
When auditory perception is distorted-whether through illness, injury, developmental or other challenges-auditory processing problems can lead to academic, emotional, cognitive, and social challenges, including problems with:
- Attention and Concentration
- Listening
- Speech and Language
- Memory
- Communication
- Social Skills
- Reading
- Sensory Integration
- Self-Regulation
- Physical Balance and Coordination
- Vocal Performance and Musical Ability
THE LISTENING PROGRAM has a great success history with those with ADHD/ADD, Auditory Processing problems, Dyslexia, Sensory-Motor Integration issues, Organizational needs, and Autism.
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What is Dyscalculia?
Increased attention has focused on students who demonstrate challenges in learning mathematics skills and concepts that are taught in school across the grade levels. Even in preschool, some students seem perplexed learning simple math skills that many take for granted, such as counting, learning number names, or counting how many items are in a group.
Dyscalculia is a specific learning disability in mathematics. The word dyscalculia comes from Greek and Latin and means "counting badly." The word dyscalculia was first used in an advertisement in the May, 1968, issues of the New York Times. Researchers in the 1880's used other words for this disability: digit dyslexia, number blindness, math dyslexia, arithmetic disability, arithmetic deficit, and so on. Dyscalculia is a nickname. Public schools do not use the name Dyscalculia. They prefer to use Math Disability, a Learning Disability in Mathematics, or a Specific Learning Disability.
People with dyscalculia have a normal or above normal IQ. 5%-8% of school-age children are identified as having dyscalculia. 2. 3% of the world's population is dyscalculic and dyslexic at the same time, according to Lewis, Hitch, & Walker. (1984) It seems that no dyscalculic just has problems with math. Struggles with being able to learn to tell time, left/right orientation, rules in games, etc. are common. Equal numbers of males and females have dyscalculia. There is no single form of dyscalculia; Researchers estimate that there are over 50 different types of this disability. Dyscalculia is a life-long disability.
Research on understanding the complexities of this math disability and the identification of dyscalculia have not been as thorough and concentrated when compared to the research base in early reading difficulties.
When a child is identified as having a math disability, the difficulty may stem from problems in one or more of these areas:
- Memory-unable to remember basic arithmetic facts quickly, unable to recall the steps needed to solve difficult word problems, inconsistency in remembering math facts, or difficulty in remembering how to perform a problem that was taught at school that day
- Visual-Spatial (person has trouble processing what the eye sees)- misaligns numerals in columns for calculation, problems with place value and understanding the base ten system, or trouble interpreting maps and understanding geometry
- Cognitive Development-understanding relationships between numbers (fractions and decimals), solving word problems, understanding number systems, using effective counting strategies
Here are important warning signs of Dyscalculia in school-aged children: trouble with arithmetic facts, difficulty with word problems, poor long term memory for math functions, poor math vocabulary, difficulty measuring things, reading numbers out of sequence, sometimes does operations backwards, difficulty telling time and counting money, poor sense of direction, easily confused by changes in routine, poor mental math ability, difficulty keeping score when playing board and card games, and avoidance of games that require strategy.
In the treatment of dyscalculia, help a student identify his/her strengths and weaknesses. Following identification, parents and educators must work together to establish strategies that will help the student learn math more effectively. Specialized talking calculators, big number buttons and large keypads, computer-assisted instruction, individualized instructions, use of concrete examples to introduce new skills, undistracted work area, use of graph paper, repeated instruction, and color coding are some helpful strategies . Most importantly, patience and individual attention are essential. Those students with Dyscalculia often feel overwhelmed and feel emotional distress.
With abundant patience and the proper strategies in place, a dyscalculic can achieve academic success and confidence.
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Reading Through Colored Filters
Some children and adults who struggle with learning difficulties find it tricky to read a page of writing due to the glare of the white page. Others find that the words appear to move around or become fuzzy. This light sensitivity issue is called Irlen Syndrome or Scotopic Sensitivity Syndrome.
Irlen Syndrome is not an optical problem. It is a problem with the brain's ability to process visual information. This problem tends to run in families and is not currently identified by other standardized educational or medical tests.
Irlen Syndrome can affect many different areas, including:
- Academic and work performance
- Behavior
- Attention
- Ability to sit still
- Concentration
This problem can manifest itself differently for each individual. This problem is not remediable and is often a lifetime barrier to learning and performance. If you suffer from any of the following, Irlen Syndrome might be your problem:
- Print looks different
- Environment looks different
- Slow or inefficient reading
- Poor comprehension
- Eye strain
- Fatigue
- Headaches
- Difficulty with math computation
- Difficulty copying
- Difficulty reading music
- Poor sports performance
- Poor depth-perception
- Low motivation
- Low self-esteem
SYMPTOMS OF IRLEN SYNDROME:
- Light Sensitivity
- Bothered by glare, fluorescent lights, bright lights, sunlight and sometimes lights at night
- Some individuals experience physical symptoms and feel tired, sleepy, dizzy, anxious, or irritable. Others experience headaches, mood changes, and restlessness or have difficulty staying focused, especially with bright or fluorescent lights.
- Reading Problems
- Poor comprehension
- Misreads words
- Problems tracking from line to line
- Reads in dim light
- Skips words or lines
- Reads slowly or hesitantly
- Takes breaks
- Loses place
- Avoids reading
- Discomfort
- Strain and fatigue
- Tired or sleepy
- Headaches or nausea
- Fidgety or restless
- Eyes that hurt or become watery
- Attention and Concentration Problems
- Problems with concentration when reading and doing academic tasks
- Often people can appear to have other conditions, such as attention deficit disorder, and are given medication unnecessarily.
Writing Problems:
- Trouble copying
- Unequal spacing
- Unequal letter size
- Writing up or downhill
- Inconsistent spelling
Other Characteristics:
- Strain or fatigue from computer use
- Difficulty reading music
- Sloppy, careless math errors
- Misaligned numbers in columns
- Ineffective use of study time
- Lack of motivation
- Grades do not reflect the amount of effort
Depth Perception:
- Clumsiness
- Difficulty catching balls
- Difficultly judging distances
- Additional caution necessary while driving
Distortions:
- Words on the page lack clarity or stability; i.e., may appear to be blurry, moving, or disappear.
Colored overlays are most effective for individuals whose difficulties are isolated to reading. If you experience challenges with writing, math, depth perception, night driving, or the environment, colored filters (worn as glasses) will be your best treatment option. However, colored overlays are an important first step in determining whether the Irlen Method can work for you and provide your first experience with relief. Colored Overlays can help:
- Improve print clarity and stability
- Reduce strain and fatigue
- Eliminate headaches
- Improve comprehension
- Tracking and keeping your place while reading
- Make reading faster
- Allow you to read longer and with comfort
For individuals wanting or needing more comprehensive light filtering to alleviate problems associated with both the printed page and in the environment, Irlen Spectral Filters are the answer. Irlen Spectral Filters are precision-tinted for each individual, filtering out the exact wave lengths of light creating perceptual difficulties.
Irlen Spectral Filters can improve problems with
- Reading
- Headaches & Migraines
- Depth Perception
- Night Driving
- Sports Performance
- Light Sensitivity
- Copying
- Math
Only a certified Irlen diagnostician can identify the optimal color-correction hue and saturation.
Many students at Prescription for Success have found help using the colored overlays and tinted glasses.
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Attention-Deficit/Hyperactivity Disorder (AD/HD) and Dysleia
At least 40 percent of children with dyslexia also have AD/HD. Those kids need to be taught strategies to help them slow down and pay attention.
Learning to Slow Down and Pay Attention by Kathleen Nadeau and Ellen Dixon is a good book for parents, students, and teachers. It contains practical tips to help students with AD/HD:
- Get homework done
- Remember stuff
- Get ready in the morning
- Learn to relax
- Stay focused
- Ask for help
- and much, much more
AD/HD and dyslexia are distinct conditions that frequently overlap, thereby causing some confusion about the nature of these two conditions. AD/HD is one of the most common developmental problems, affecting 3–5% of the school population. It is characterized by inattention, distractibility, hyperactivity and impulsivity.
It is estimated that 30% of those with dyslexia have coexisting AD/HD. Coexisting means the two conditions, AD/HD and dyslexia, can occur together, but they do not cause each other. Dyslexia is a language-based learning disability characterized by difficulties with accurate and fluent word recognition, spelling, and reading decoding. People with dyslexia have problems discriminating sounds within a word or phonemes, a key factor in their reading and spelling difficulties.
AD/HD and dyslexia are diagnosed differently. An evaluation for AD/HD is carried out by a physician or a psychologist.
AD/HD has been given numerous names since it was first identified in 1902. According to The Diagnostic and Statistical Manual (DSM-IV) three primary subtypes of AD/HD have been identified:
- AD/HD predominantly inattentive type is characterized by distractibility and difficulty sustaining mental effort and attention.
- AD/HD predominantly hyperactive-impulsive type is characterized by fidgeting with hands and feet, squirming in one’s chair, acting as if driven by a motor, interrupting and intruding upon others.
- AD/HD combined type meets both sets of inattention and hyperactive/impulsive criteria.
The American Medical Association and the Centers for Disease Control and Prevention have concluded that AD/HD is not over diagnosed; however, increased awareness has resulted in an increase in the number of individuals diagnosed with AD/HD. Girls and gifted children are actually under diagnosed or may be diagnosed late. Girls often have AD/HD predominantly inattentive type where the essential feature is inattention. This subtype of AD/HD can easily be overlooked because the more obvious characteristics of hyperactivity and impulsivity are not present. Gifted children may be identified late because their strong intellectual abilities help them to compensate for these weaknesses in attention.
Both AD/HD and dyslexia run in families. Genetics play a role in about half of the children diagnosed with AD/HD. For the other half, research has yet to identify a cause. Regarding dyslexia, about one third of the children born to a dyslexic parent will also likely be dyslexic.
Dyslexic children and children with AD/HD have some similar characteristics:
- Dyslexic children, like children with AD/HD, may have difficulty paying attention because reading is so demanding that it causes them to fatigue easily, limiting the ability to sustain concentration.
- People with dyslexia and those with AD/HD both have difficulty with reading. The dyslexic person’s reading is typically dysfluent, with major problems with accuracy, misreading both large and small words. The person with AD/HD may also be a dysfluent reader, but his or her reading is not characterized by misreading words. The AD/HD reader may skip over punctuation, leave off endings, and lose his or her place. The dysfluency of both the ADHD person and the dyslexic reader may negatively impact comprehension.
- Both may avoid reading and gain little pleasure from it.
- Both the person with dyslexia and the person with AD/HD typically have trouble with writing. The typical dyslexic writer has significant problems with spelling, grammar, proofreading, and organization. The AD/HD writer often has difficulty with organization and proofreading.
- Both the dyslexic writer and the AD/HD writer may have handwriting difficulties.
- Individuals with dyslexia and AD/HD may be underachieving in school even though they are often bright and motivated. The goal for them, as it is for all children, is to meet their potential.
It is critical that children with these disorders be carefully evaluated because treatment for one disorder is different from the other. Inaccurate diagnosis can lead to inappropriate intervention and a delay in timely, effective intervention.
The scientific community has been attempting to define the exact changes in the human brain that lead to AD/HD and dyslexia. There have been pathologic studies of a few brains from people with dyslexia after they died. While some changes in the brain have been found between the brains of people with dyslexia and people who do not have dyslexia, no consistent pattern has emerged that allows the exact “dyslexic center” to be determined.
After puberty, about 40–50% of children with AD/HD will improve. They develop enough coping skills so that their symptoms no longer have a negative impact on their quality of life; however, the other 50–60% will continue to exhibit symptoms of AD/HD through adolescence and adulthood that will negatively affect their lives.
If dyslexia and AD/HD are identified and treated early, children with these disorders are more likely to learn to overcome their difficulties while maintaining a positive self-image. Even though children with dyslexia do not outgrow their disability, they can learn to adapt and improve their weak skills. With proper remediation and needed accommodations, students with dyslexia can go on to be very successful students in colleges and universities, as well as in professional and adult life.
References:
K. Dakin, G. Erenberg and E. Tridas
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The University of Washington's Dyslexia Research Findings
Dyslexia affects one in five students and it is the most common learning disability.
An interdisciplinary team of University of Washington researchers have found for the first time that there are chemical differences in the brain function of dyslexic and non-dyslexic children. They found, too, that dyslexic children use nearly five times the brain area as normal children while performing a simple language task. This research was published in the American Journal of Neuroradiology.
The researchers used PEPSI to capture the brain activity of the subjects. PEPSI is 32 times faster than conventional magnetic resonance spectroscopy. Software developed at the University of Washington enabled the researchers to detect specific brain chemicals.
The dyslexic and non-dyslexic boy tudents were well-matched with age, IQ, and head size, but not in reading skills. The non-dyslexics control group was reading at a level above normal for their age. The dyslexics had delayed reading skills and they all had a family history of dyslexia. The subjects were fitted with earphones and they were asked to perform four tasks while their brains were being imaged. Three of the tests involved pairs of words and the fourth used pairs of musical tones. The results of the language tests showed that the dyslexics exhibited nearly five times more brain activation during a language task that asked them to interpret the sounds of words while there was no difference in the two groups during the musical tone test. So, this means that the difference between the dyslexics and the non-dyslexic boys relates to auditory language and not to nonlinguistic auditory function.
The findings are important because they shed new light on brain mechanisms involved with dyslexia at a developmental stage when it is still amenable to treatment. Also, the functional differences between dyslexics and control subjects add evidence that dyslexia is a brain-based disorder.
The dyslexics were using 4.6 times as much area of the brain to do the same language task as the control students. The dyslexics’ brains were working a lot harder and using more energy than the non-dyslexic children. Schools and teachers must become aware of how hard it is for dyslexic children to do a task that others do so effortlessly; they must provide accommodations for them. There are definite learning differences in children.
The research findings are exciting, but considerably more research is needed to precisely define the chemical and neurological markers of dyslexia. What the researchers found is a metabolic marker, but there could be a more fundamental cause. We need to understand the molecular and neural mechanisms underlying dyslexia.
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Seven Ways to Help Dyslexic Students Succeed
1.Tell your child that he/she is dyslexic.
Be honest with your child. Dyslexic children want to know what is happening with them and why. Educate yourself on dyslexia, and then share what you have learned with the child. Do not shy away from using the word Dyslexia with your child.
2. Reinforce strengths.
Stress all the wonderful gifts that dyslexics possess. If a child has learning challenges, reading can become associated with struggle and defeat. It is critical that you find alternative ways for this child to experience success. Be attentive and aware; seek out the child's strengths and magnify them. Remember that a child's strength may not always be a traditional strength like sports. It may be more unique, such as Lego construction or being a good friend to others.
3. Reading is hard work-- at least make it interesting
Dyslexic children might not like the reading process but they can really like the content. Finding passages that relate to the child's interests can make the experience more enjoyable. These children become more motivated to read when the content interests them.
4. Provide current dyslexic role models
Give your child modern-day dyslexic celebrities to relate to such as Tom Cruise, Whoopi Goldberg, Goldie Hawn, Jackie Cham, Patrick Dempsey, Jewel, Selma Hayek, Cher, Magic Johnson, Henry Winkler, and others.
5. Assistive technology
By 4-5th grade, a dyslexic child needs a computer with assistive technology such as Don Johnson’s Read Outloud and Write Outloud programs. Using an assistive technology tool as ClassMate or Intel reader with both visual and auditory capabilities for reading books are a major help for dyslexics. The Smart Pulse Pen is imperative for note taking in the classroom. Assistive Technology will be a major part of a successful dyslexic’s life.
6. Multi-sensory & Cognitive learning approach leads to success
Public schools do not test for Dyslexia nor are their teachers equipped with multi-sensory and cognitive approaches and materials to treat dyslexic students. Most parents have to find a provider outside the public school that uses an Orton-Gillingham approach to reading. Another important factor for learning success is to develop all of the weak intellectual or cognitive learning abilities that appropriate testing has revealed. Sensory-Integration skills, visual and auditory processing skills need to be developed if the testing assessments prove that these areas are weak. Prescription for Success learning center addresses all of these needs. We offer the BrainMastery for Dyslexics training program, too.
7. Provide accommodations
Early intervention provides the greatest chance of success in reading fluency. Remember that preserving a child's self esteem intact is the most important factor in his/her thriving in the classroom and life. The main accommodations in a 504 plan or IEP are:
- Dyslexics should sit close to the white board.
- Reduce homework to 10 minutes per grade level.
- Teacher should highlight directions and essential information.
- Allow oral test-taking and/or un-timed test-taking.
- Provide a copy of lecture notes.
- Provide a classroom note-taker for projects.
- Provide books on tape downloaded onto a computer assistive technology program.
- Tape all lectures and assignments.
- Present a small amount of work.
- Diminish visual stimuli on papers.
- Display individual math problems.
- Teach dyslexics with a multi-sensory approach.
- Provide additional practice activities using instructional games, peer teaching activities, self-correcting materials, computer software Programs.
- Provide a glossary in content areas. At the secondary level, the specific language of the content areas requires careful reading. Students often benefit from a glossary of content-related terms.
- Develop reading guides. A reading guide provides the student with a road map of what is written and features periodic questions to help him or her focus on relevant content.
- Repeat directions. Students who have difficulty following directions are often helped by asking them to repeat the directions in their own words.
- Maintain daily routines. Many students with learning problems need the structure of daily routines to know and do what is expected.
- Provide students with a graphic organizer.
- Use step-by-step instruction. New or difficult information can be presented in small sequential steps.
- Use mnemonic instruction. Mnemonic devices can be used to help students remember key information or steps in a learning strategy.
- Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.
- Allow use of instructional aids. Students can be provided with letter and number strips to help them write correctly. Number lines, counters, and calculators help students compute once they understand the mathematical operations.
- Use peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.
- Use assignment substitutions or adjustments. Students can be allowed to complete projects instead of oral reports or vice versa. For example, if a student has a writing problem, the teacher can allow her or him to outline information and give an oral presentation instead of writing a paper.
Prescription for Success®
Claudette & Perry Anderson
(303) 993-4648
Parker, CO
email us at: info@prescriptionforsuccess.net
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