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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.
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 the
child by talking about the person who will come and do special work with the child. With
young children, the psychologist may visit the child's classroom before the testing so
that the child is familiar with him. Whether or not the testing is done at school, the
parent may want to talk to their child about a new person coming to work with them.
However, parents should not try to coach the child concerning the testing. It is
recommended that parents not be present during the testing.
A standard battery of tests can include, but is not limited to, the following:

Wechsler Intelligence Scale for Children-Third Edition (WISC-III)
Kaufman Assessment Battery for Children (KABC)
Stanford-Binet Intelligence Scale
Woodcock-Johnson Psycho-Educational Battery
Peabody Individual Achievement Tests-Revised (PIAT)
Wechsler Individual Achievement Tests (WIAT)
Kaufman Tests of Educational Achievement (KTEA)
Bender Gestalt Test of Visual Motor Perception
Beery Developmental Test of Visual-Motor Integration
Motor-Free Visual Perception Test
Visual Aural Digit Span Test (VADS)
Test of Auditory Perception (TAPS)
Test of Visual Perception (TVPS)
Peabody Picture Vocabulary Test-Revised
Expressive One-Word Picture Vocabulary Test
Test for Auditory Comprehension of Language

What type of treatment is available for dyslexia?
Before any treatment is started, an evaluation must be done to determine the child's
specific area of disability. While there are many theories about successful treatment for
dyslexia, there is no actual cure for it. The school will develop a plan with the parent to
meet the child's needs. If the child's current school is unprepared to address this
condition, the child will need to be transferred to a school, if available in the area, which
can appropriately educate the dyslexic child. The plan may be implemented in a Special
Education setting or in the regular classroom. An appropriate treatment plan will focus
on strengthening the child's weaknesses while utilizing the strengths. A direct approach
may include a systematic study of phonics. Techniques designed to help all the senses
work together efficiently can also be used. Specific reading approaches that require a
child to hear, see, say, and do something (multisensory), such as the Slingerland
Method, the Orton-Gillingham Method, or Project READ can be used. Computers are
powerful tools for these children and should be utilized as much as possible. The child
should be taught compensation and coping skills. Attention should be given to optimum
learning conditions and alternative avenues for student performance.
In addition to what the school has to offer, there are alternative treatment options
available outside the school setting. Although alternative treatments are commonly
recommended, there is limited research supporting the effectiveness of these
treatments. In addition, many of these treatments are very costly, and it may be easy for
frustrated parents to be misled by something that is expensive and sounds attractive.
Perhaps the most important aspect of any treatment plan is attitude. The child will be
influenced by the attitudes of the adults around him. Dyslexia should not become an
excuse for a child to avoid written work. Because the academic demands on a child with
dyslexia may be great and the child may tire easily, work increments should be broken
down into appropriate chunks. Frequent breaks should be built into class and homework
time. Reinforcement should be given for efforts as well as achievements. Alternatives to
traditional written assignments should be explored and utilized. Teachers are learning to
deliver information to students in a variety of ways that are not only more interesting but
helpful to students who may learn best by different techniques. Interactive technology is
providing interesting ways for students to feedback on what they have learned, in
contrast to traditional paper-pencil tasks.


















Some real life experiences by real dyslexic children in
Malaysia
1. Female (Patient) Published: September 17
I was in the fourth grade when my parents were told I should be tested for dyslexia. By
this time I was failing math and struggling with English, which I was very upset about.
Many people are surprised when I say I have dyslexia. It sometimes feels that to have
dyslexia is to be labeled as stupid or just too lazy to learn like the other normal
students. I can remember a teacher making me cry because I used my figures to do
"simple" math problems. I jump ahead of myself while writing long paragraphs or a short
sentence. I am constantly checking and re-checking my work even now at the age of 24.
While in grade school I was told I was taking to long to do, once again, simple tasks. I
always read at my appropriate reading level, but when asked to read aloud in class I
became easily confused by words I knew that I KNEW! Instead of paying attention to
what was being read in class I was trying to predict when I would have to read so I
could jump ahead to prepare myself before I had to read it to the class. Before I taught
myself what to look for I became very good at fooling those around me into thinking I
didn't have any problems in class. For the most part I have it under control, but
occasionally my symptoms will pop-up unexpectedly. For parents with dyslexic children
or teachers who have students with dyslexia the best piece of advice I can offer is
patience. I know that at times it can be hard, but just remember as frustrating as it is for
you, it is twice as frustrating for the child. Dyslexia is something that with time, practice,
and patience can be overcome or at least controlled; I am proof of that. While in college
I was on the Dean's List multiple times, won several writing awards, and was a member
of the National Honor Society. To reiterate, dyslexia does not mean stupid, lazy, or any
other negative label people associate with a learning disability; it just means those
children need a little extra time and need to be in an environment where they are
encouraged to do their best and are not expected to live up to the expectations of the
smart, normal students.

2. Male (Patient) Published: October 15
With my dyslexia, I often say words I did not intend to say. For example, I'll mentally
mean to have said "I went walking yesterday" when I meant today. Or I'll say "have you
fed the cat?" when I meant to say "dog." This has been happening for more than 10
years (I am 45). The numerical confusion has been with me for longer, dating back to
childhood. Needless to say, I was no good with arithmetic as a youngster, and although
I am numerical now, I live in fear of making mathematical errors in my calculations.
3. Male (Caregiver) Published: October 06
My son has always had difficulties in reading and writing since Pre-K. I had taken him to
his doctor for possibly having ADD. She had determined that my son did not have any
problems. As the years went by my son still struggles with reading/comprehension and
writing. My son is now in the 3rd grade and after speaking with his teacher my son is
again struggling in writing his thought on paper. When reading he is adding words that
are not there or making up his own words while reading. He still has problems with
writing his "b" and "d". As well as "p" and "q". He changes the words "the" to "and" and
"from or for" to "of". I have my son enrolled in Tutoring for reading and writing but still he
is performing below grade level. His teacher is going to also help tutor him before
school. I do not want to over whelm my son but I want to help him improve.

Some innovations on dyslexia that have been done by
previous educators
1. Design vs. Dyslexia: UC Innovation Promises New Hope for Children with Dyslexia
By: Renee Seward and her team

In developing this toolkit to help educators more effectively assist children with dyslexia,
Seward has developed an online tool that creatively employs sight, sound and physical
movement to increase the reading and retention abilities of children aged 9 to 11 who
have dyslexia. (A separate portion of the project employs physical tools and employs
touch to aid educators and children.)
The Reading by Design toolkit has a number of other activities:


Sound elements and creative visuals working in concert to reinforce reading
retention and recall .
Common sounds like the ooohing of a crowd following a great basketball
play (along with the visual of a basketball player making that play) depict and
reinforce the connections between visual vowel combinations like oo and ew
and their appropriate phonemic sound.
Horizontal lengthening of words with long vowels to denote that vowel and
the silent e (in words like note). The child can experience the lengthening
word with a sweep of the mouse to the right, thus integrating movement into
memory.
Also, when moving the mouse over long vowels, the cursor will not move up or
down, only in a horizontal lengthening of the vowel to the right in order to
visualize the phonemic value of that vowel. Again, the rightward sweep of the
mouse also incorporates the childs arm movement into memory formation and
retention.
Silent letters appropriately take on a shadow form or repel the mouse.
A cursor that moves just like a finger following the text (common to how most
children read during their early years).

2. Research & Innovation on Dyslexia
By : Childrens Hospital Boston researchers in Laboratories of Cognitive
Neuroscience
Using brain imaging, genetics to catch dyslexia early
Going forward, Childrens aims to pinpoint the precise age you start to see differences
in brain structure in children predisposed to dyslexiausing brain imaging and genetic
testing. This will help determine the ideal age for intervention. Read about a recent
Childrens study on catching dyslexia in infants and pre-readers
Music and dyslexia: Examining a possible relationship
Childrens has conducted several innovative studies that examine the relationship of
dyslexia and music or sound based interventions.

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