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Archive for the ‘dyslexia’ Category

Hi would like to know your experiences of having dyslexia and studying at the same time. What do you do to overcome difficulties?

Oh my goodness I am dyslexic and currently studying, and due to another medical condition the dyslexia is causing me some real issues, I have to do a lot reading for research assignment.

However these are the things that I am currently using, to help a little.

A list of the most commonly misspelt words
Spelling rules such as I before E except after C (I only learnt this a few years ago).
Homophones is handy too, as it is not unusual to confuse similar sounding words such weather/ whether. (Laminate them and keep a copy on the fridge, and a copy to keep in my folder).

Ask teachers to write each paragraph in different colours, so I can keep track of were I am if copying from the board. (Some teachers were more than happy to do this, other not so).

Class handouts to be on coloured paper, for my daughter and I its a cream or buff colour. I now take coloured paper so my note taker can copy assignments and class notes onto the coloured stuff, which really does help with reading.

For reading text books etc, I use a coloured overlay. When reading I take my time, but at the moment it has been extremely difficult, because after half an hour of reading causes nausea and a mean headache.

I start on assignments as soon as I get it. Most teachers are happy to check on progress if asked. This year I have asked for one extension for an assignment.

I use a computer to do assignments etc, ensuring I use spell check to keep spelling mistakes in check.

Dragon Naturally Speaking is an excellent computer program which does word processing, and uses speech recognition, that allows you to dictate your work. (My daughter used this program and loves it).

Another is Read & Write gold which I am trying to get, for my self, and I can scan in text books etc, and it will read it to me.

When doing tests/exams, ask if I am allowed to take note paper in with me, if its a multi choice test, ask if I can mark the question sheet, this helps by crossing out the incorrect answers. Or ask for a verbal exam is done, or for extra time to complete the exam.

Thankfully my lecture is very supportive, and has granted me an extension for the research assignment. And have only had a few exams, which I passed with very little help.

The link below shows what dyslexics see when trying to read.

Edit;
The coloured overlay comes in different colours, because no person is exactly the same. I know someone who uses a yellow colour which makes me feel sick, but a pink & blue work for me.
This the same for printing out notes etc on coloured paper, I use a cream or a light blue.

I am in college. I really struggle to understand a topic from a book. I mainly depend on my teacher’s help. I need 3-4 days to understand something from a book that my friends can understand in 5 minutes. My doctor says that I can’t have dyslexia as people get it at 3-4 years instead of 20. But I am not convinced.

hah hah!
Dyslexia is something your born with; it’s like a special wiring in your brain. Dyslexic is a word to describe difficulties with written language, organization and short term memory, and is usually diagnosed within a childhood – although for me, it took until I was 11 for my school to finally get there act together. You cannot stop and start dyslexia, it’s for life.
I think that maybe you struggle to understand things from a book because you are auditory learner, meaning that you learn best through listening to the teacher.

My hypothesis is: "If children have dyslexia, then they will have an inability to read words and learn." With a hypothesis such as this, how can I form steps for such an experiment? I need help! Please help me.

I would go to the library, and look up dyslexia/learning experiments in the psychology journals there. If you find one or two articles published in academic journals, they will describe how the experiments were conducted and you can base your model on that.

In general, psychology experiments involve the test subject group and the control group. You would have to define the age and characteristics, such as dyslexia, and how this was determined.

I imagine you would have 1-3 word lists of 5-20 words each, depending what age children or students you are testing. These words could be written on notecards or read on a recording. The children would either be shown the cards to read out loud, or would hear the words and write them down. There would be one part of the exercise where the words are presented with the right answers given, a second part where the subjects write or speak the words along with the answers being given at the same time, and the third part where they are tested for being able to read and/or write the words by themselves, based on the same cues as before, but without the answers given.

Then you could quantify the responses based on how many right and wrong or how long it takes the children to read or write them.

This is a very vague example, and could leave room for other learning issues besides the dyslexia affecting the outcomes. Technically, you would have to eliminate or isolate other possible factors, such as attention deficit or test anxiety, but you could show that dyslexia "interferes" or "correlates" with difficulty in learning. It could still be that the kids without dyslexia are taught independent study and practice skills, or the kids who test for dyslexia could have other issues instead of or besides dyslexia that are causing the learning difficulties.

I think a better way to control it would be to show kids’ learning ability before and after being shown ways of studying and practicing so they can learn words successfully. If you showed the low retention and recall when they were given words on their own, and then showed a sharp increase in performance when they were given special assistance to study and practice in between the initial run and the test run, that might still show that left to their own devices, the dyslexic students have difficulty in contrast to the true capability they have when given the means or assistance to study words and retain and recall them later.

I just want to see what people thought about Dyslexia Screening – is it of any benefit to screen all individuals for possible Dyslexia

Dyslexia is a learning disability that affects a number of students.

To screen for Dyslexia would be a major benefit to all students. Often a Dyslexic person will go unnoticed for years and will eventually drop out of school due to the difficulty he/she is having with reading.

Not every child or adult that has Dyslexia is diagnosed. To screen all individuals would be a considerable help to the teacher as well as to the students. But then if we only screen for one learning disability should we not screen for all of them? Perhaps when children enter the first grade they should all be screened for learning disabilities, that way no one would be able to slip through the cracks

I am a home tutor and I have a 7 year old kid who exhibits symptoms of dyslexia. The school has identified her as one of the students with weaker language learning skill.

The school has given some supplementary notes to help her, but I wanted to do more. Is there any way to better teach a dyslexia child?

And also, her attention span is extremely short and likes to argue with me, not following my instructions. Any way to catch her attention?

Thanks.

Both my daughter and I have dyslexia. What helped my daughter when at school and home was;
Using different coloured chalk/white board markers for each paragraph, especially if student is to copy from the board (my daughter was mostly able to keep up with the teacher with this method).
Coloured paper for handouts etc.
A list of most commonly mispelt words, and a list of words that sound the same, but have different spelling, e.g which, witch, where, wear, were etc (these type of words get me all the time, and I have to check the dictionary or spell check to make I am using on the right word).
Coloured film overlay placed over the words on a book, this may help with reading.
When reading use larger font books, and read slowly, but never out aloud in a group. (my daughter hated being asked to read out aloud)
Coloured magnetic letters are great way to teach the alphabet, as well as their placement in the alphabet.
Teaching phonics is important as it teaches the sound the letters make.

I have included two of my favourite links, which have helped my daughter, so I hope they maybe of some help to you.

My daughter is 10 years old, and is being tested shortly for dyslexia – although it is pretty definite she has it, we are having the proper testing done. However, how can I explain about dyslexia in a kind way so that my daughter does not think there is something "wrong" with her. She already struggles with her self esteem because of reading, writing, spelling and maths issues and has been bullied at school. How can I explain why having this test is a good thing and that dyslexia is only a minor part of who she is?

Tell her that everyone’s brain works differently. Some people are good at sports, others at math, others at reading, others at art or cooking. Some people’s brains have a more difficult time making sense of the signals that are a part of reading. Their eyes and their brains don’t communicate very well. The good news is, that once you understand how your brain works, there are ways to help you learn better.

Well I have to do a project and I want to include an activity to teach them some more about dyslexia eg. A dyslexia test or something suggestions please?

To do this you will need to do a bit of research and reading, so I have given you a few links to help.

I would start by giving everyone a list of some of the signs and symptoms of dyslexia, then maybe give them a test as set out below, (but make sure you tell them that this test etc is no way conclusive of having dyslexia), and whom they would need to see for a formal diagnoses, a Educational Psychologist, and I would then explain how dyslexia can affect a person, even showing them what a dyslexic may see when trying to read. I would then finish off with some strategies on how to support and manage dyslexia, I can give you a fairly comprehensive list if you need it.

Dyslexia affects people differently, and can vary in its severity. There is three types of dyslexia, and dyslexia does not affect a persons intelligence, in fact many dyslexics are highly intelligent people.

Dyslexia – causes problems with reading letters, words, number, symbols and spelling.
Dyscalculia – causes problems with doing maths.
Dysgraphia – causes problems with writing, spelling etc.

Dyslexia can be managed if we learn how it affects our ability to read, write and spell etc, parents and teachers can help by utilizing a number of strategies to assist their child/student both in the classroom and at home, such as having a list of spelling rules, homophones etc, or when writing on the board each paragraph is written in a different colour, coloured overlays may help with reading and so much more.

Both my daughter and I are both dyslexic, my daughter can read better than I, she learnt to read about 3, I learnt to read at 14, strangely I can write quite well, but my daughter has problems with writing (looks like a spider crawled across the page), we both have trouble with spelling especially similar sounding words, and we both have dyscalculia.

I think I have dyslexia.
I often notice that I rearrange the position of letters in a word.
What can I do to fix that?

•What is dyslexia?
•What causes dyslexia? What are the different types of dyslexia?
•What are the signs and symptoms of dyslexia?
•What do parents do if they see these signs and symptoms?
•How is dyslexia diagnosed?
•What type of treatment is available for dyslexia?
•Dyslexia At A Glance
What is dyslexia?
Dyslexia has been around for a long time and has been defined in different ways. For example, in 1968, the World Federation of Neurologists defined dyslexia as "a disorder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling commensurate with their intellectual abilities." According to the U.S. National Institutes of Health, dyslexia is a learning disability that can hinder a person’s ability to read, write, spell, and sometimes speak. Dyslexia is the most common learning disability in children and persists throughout life. The severity of dyslexia can vary from mild to severe. The sooner dyslexia is treated, the more favorable the outcome; however, it is never too late for people with dyslexia to learn to improve their language skills.
Children with dyslexia have difficulty in learning to read despite traditional instruction, at least average intelligence, and an adequate opportunity to learn. It is caused by an impairment in the brain’s ability to translate images received from the eyes or ears into understandable language. It does not result from vision or hearing problems. It is not due to mental retardation, brain damage, or a lack of intelligence.
Dyslexia can go undetected in the early grades of schooling. The child can become frustrated by the difficulty in learning to read, and other problems can arise that disguise dyslexia. The child may show signs of depression and low self-esteem. Behavior problems at home as well as at school are frequently seen. The child may become unmotivated and develop a dislike for school. The child’s success in school may be jeopardized if the problem remains untreated.
What causes dyslexia? What are the different types of dyslexia?
There are several types of dyslexia that can affect the child’s ability to spell as well as read.
"Trauma dyslexia" usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. It is rarely seen in today’s school-age population.
A second type of dyslexia is referred to as "primary dyslexia." This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls.
A third type of dyslexia is referred to as "secondary" or "developmental dyslexia" and is felt to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys.
Dyslexia may affect several different functions. Visual dyslexia is characterized by number and letter reversals and the inability to write symbols in the correct sequence. Auditory dyslexia involves difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly. "Dysgraphia" refers to the child’s difficulty holding and controlling a pencil so that the correct markings can be made on the paper.
What are the signs and symptoms of dyslexia?
Classroom teachers may not be able to determine if a child has dyslexia. They may detect early signs that suggest further assessment by a psychologist or other health professional in order to actually diagnose the disorder. Letter and number reversals are the most common warning sign. Such reversals are fairly common up to the age of 7 or 8 and usually diminish by that time. If they do not, it may be appropriate to test for dyslexia or other learning problems. Difficulty copying from the board or a book can also suggest problems. There may be a general disorganization of written work. A child may not be able to remember content, even if it involves a favorite video or storybook. Problems with spatial relationships can extend beyond the classroom and be observed on the playground. The child may appear to be uncoordinated and have difficulty with organized sports or games. Difficulty with left and right is common, and often dominance for either hand has not been established. In the early grades, music and dance are often used to enhance academic learning. Children with dyslexia can have difficulty moving to the rhythm of the music.
Auditory problems in dyslexia encompass a variety of functions. Commonly, a child may have difficulty remembering or understanding what he hears. Recalling sequences of things or more than one command at a time can be difficult. Parts of words or parts of whole sentences may be missed, and words can come out sounding funny. The wrong word or a similar word may be used instead. Children struggling with this problem may know what they want to say but have trouble finding the actual words to express their thoughts.
Many subtle signs can be observed in children with dyslexia. Children may become withdrawn and appear to be depressed. They may begin to act out, drawing attention away from their learning difficulty. Problems with self-esteem can arise, and peer and sibling interactions can become strained. These children may lose their interest in school-related activities and appear to be unmotivated or lazy. The emotional symptoms and signs are just as important as the academic and require equal attention.
What do parents do if they see these signs and symptoms?
It is important to consult your pediatrician if you are concerned about your child’s development. Additionally, meeting with your child’s teachers is an important step toward getting more answers.
Ideally, every school has a team that meets on a regular basis to discuss problems a specific child might be having. These teams are made up of the principal, classroom teacher, and one or a combination of the following depending on the staffing of the school: school psychologist, nurse, speech therapist, reading specialist, and other pertinent professionals. A parent should always be included as a part of this team. The teams are commonly referred to as Child Study Teams, Student Study Teams, or Student Support Teams. Any parent or teacher who suspects a learning problem may request a meeting with this team to discuss the child’s problem. The parent may request this even if the teacher feels the child is doing well. Sometimes a decision to test the child will be made. The parent or teacher may request testing, but it cannot be done without the parents’ written permission.
If the child attends a private school which lacks the appropriate professionals to evaluate a suspected learning problem, he should be referred to the public-school system for evaluation. If testing is not satisfactorily conducted in the public-school system for private or public school students, the parent will need to locate the appropriate health professionals for assessment. A list of resources is provided at the conclusion of this article.
Because testing can sometimes be stressful for children, especially if they are unhappy about their school performance, alternative strategies are usually tried before testing is done. Once the assessment plan has been discussed with the parent(s) and they have granted permission, the school team completes the testing and holds a meeting with the parent(s) to discuss the test results.
The assessment plan for each child depends on the specific problems the child is having. Each plan should include testing in five areas: cognition (intelligence), academic performance, communication, sensory/motor, and health and developmental. The testing will be done by the various members of the school team or the professionals consulted by the parent. Typically, the school or clinical psychologist determines whether or not the child has dyslexia. Since there are different forms of dyslexia, such as learning disability in reading, written language, or math, the psychologist diagnoses the specific type. Another form known as expressive language delay can be diagnosed by a speech therapist.
How is dyslexia diagnosed?
Dyslexia is a difficult disorder to diagnose. There are many factors the psychologist or other health professional reviews to diagnose the disability. The testing determines the child’s functional reading level and compares it to reading potential, which is evaluated by an intelligence test. All aspects of the reading process are examined to pinpoint where the breakdown is occurring. The testing further assesses how a child takes in and processes information and what the child does with the information. The tests determine whether a child learns better by hearing information (auditory), looking at information (visual), or doing something (kinesthetic). They also assess whether a child performs better when allowed to give information (output), by saying something (oral), or by doing something with their hands (tactile-kinesthetic). The tests also evaluate how all of these sensory systems (modalities) work in conjunction with each other.
The tests administered are standardized and are considered highly reliable. The child should not feel as if there is something wrong because testing is occurring. Many of the tests use a game-type or puzzle format which can help make the child feel more comfortable. Children should get a good night’s sleep prior to the testing and have a good breakfast. If the testing is done in a school setting, the teacher can prepare

I’ve been told that I’m dyslexic. If I am it is probably mild. What are symptoms of dyslexia? Can it be treated?

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Why is dyslexia a gift?
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Dyslexic people are visual, multi-dimensional thinkers. We are intuitive and highly creative, and excel at hands-on learning. Because we think in pictures, it is sometimes hard for us to understand letters, numbers, symbols, and written words.

We can learn to read, write and study efficiently when we use methods geared to our unique learning style.

Is there a cure for dyslexia?
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Dyslexia is not a disease. There is no cure.

With proper diagnosis, appropriate instruction, hard work and support from family, teachers, friends, and others, individuals who are dyslexic can succeed in school and later as working adults.

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My son has dyslexia and he is ver smart.
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I can understand that it often affects children because that is when everyone starts to read. But how can it affect an adolescent or adult? How do they get away in elementary school not knowing how to read? If a person can’t read, it would be obvious to the teacher. The teacher would refer them to special education and they are taught in a special way so they can read. So dyslexia wouldn’t affect them when they are older. Dyslexia is caused by an unknown factor or factors. So an adolescent or adult is less likely to get dyslexia.

There are many levels of dyslexia.

Some people with low-level dyslexia compensate for it and can function normally throughout life.

Dyslexia can be diagnosed later than the learning-to-read primary grades because of the compensation methods. For example, a person may be able to function as a B or C student through primary and high schooling and maybe into the first years of college. However, when the material to be learned gets more difficult, the person may not have the additional capacity to overcome the problems associated with dyslexia.

This person can hit a "roadblock" and can’t continue learning additionally complicated or complex concepts.

Research is being done to learn about advancing learning methods for dyslexic student and can help the student with learning strategies that will assist them operating at a higher level. However, when they reach their plateau, they can’t overcome it. This is why an adult or older student may appear to "get" dyslexia later in life.