Relocate to Famous People with ADHD / Dyslexia

The longer you wait to get help for a child with learning disabilities, the harder it will be for that child to catch up.

The main reasons for reading problems are:

1. Ineffective reading instruction
2. Auditory perception difficulties
3. Visual perception difficulties
4. Language processing difficulties

Over 180 research studies to date have proven that phonics is the BEST WAY to teach reading to all students. They also have shown that phonics is the ONLY WAY to teach reading to students with dyslexia and other learning disabilities.

People with Dyslexia 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.

Language-Based Learning Disabilities
Auditory Processing Disorder
Reading Disability
Visual Processing Disorder

Parents should understand that these terms often mean the SAME THING as dyslexia.

Click Here For more information on the processing (perception) learning disabilities and language difficulties that dyslexics face. The reading and educational aspect of dyslexia is covered on this page.

For a checklist of the characteristics of dyslexia CLICK HERE

Dyslexia Facts

Dyslexia is not just a reading disability. However, it does affect the ability to learn to read, write, and spell by conventional methods. It affects the ability to communicate in more subtle ways. Dyslexics have processing, perceptual, and attention/concentration problems. Dyslexic people think primarily in pictures, not words, and have difficulty learning to work with symbols such as letters or numerals. When they are confused or frustrated as children, they begin to experience distorted perceptions, such as reversals of letters, and develop life-long learning blocks that hamper their progress.

Over 85% of adult illiterates are dyslexic. This lack of literacy limits their ability to become successful, productive adults, find jobs, or function independently within their communities. Yet, with the proper recognition and intervention, dyslexics become successful individuals using their talents and skills to enrich our society. Parents need to learn how dyslexia/ADD is affecting their child, and learn effective techniques to teach their child how to become an independent, responsible person.

Reading and perceptual difficulties can present itself in the following manner

• early difficulties in acquiring phonic skills
• a high proportion of errors in oral reading
• difficulty in extracting the sense from written material without substantial re-reading
• slow reading speed
• inaccurate reading, omission of words
• frequent loss of the place when reading
• an inability to skim through or scan over reading matter
• a high degree of distractibility when reading
• perceived distortion of text (words may seem to float off the page or run together)
• a visually irritating glare from white paper or white-boards.

Parents need to learn how dyslexia/ADD is affecting their child, and learn effective techniques to teach their child how to become an independent, responsible person. Parents also must be aware of the dyslexic/ADD's more fragile biochemistry and the impact of allergies and diets on their abilities and moods. Stimulants, like those used in ADHD treatment, are often prescribed for easing some of the symptoms of dyslexia. Some medicines (particularly those that affect the central nervous system) hamper a person’s ability to use creative thought, or to visualize or picture things using imagination.  It is quite natural for a dyslexic to use multi-dimensional thought and perceptual abilities.  These psychoactive drugs will inhibit the individual from using these talents. Our solution to balancing their chemistry in a natural but effective way, is in a supplement called Balance Formula 1. 

Our Assistive Reading Software allows you to transfer any reading material into a computer file. Then the program reads the material aloud while the student follows the cursor on the words being read. The wonderful part of this software is that anyone struggling with reading will benefit from the multi-sensory input. The enlarged letters and additional audio while reading will increase attention and reading comprehension. 

As a parent of a child with reading disorders, we know that we have to reinforce the schools efforts with extra help at home. The Incredible Horizons product line is effectively designed to eliminate the reading problems associated with this complex disorder. 

Main educational effects of dyslexia

Reading and perceptual difficulties

These can include:

• early difficulties in acquiring phonic skills
• a high proportion of errors in oral reading
• difficulty in extracting the sense from written material without substantial re-reading
• slow reading speed
• inaccurate reading, omission of words
• frequent loss of the place when reading
• an inability to skim through or scan over reading matter
• a high degree of distractibility when reading
• perceived distortion of text (words may seem to float off the page or run together)
• a visually irritating glare from white paper or white-boards.

Writing problems

These can include:

• an intractable spelling problem
• confusion of small words such as which/with
• omission of words, especially when the writer is under pressure
• awkward handwriting and/or slow writing speed
• an unexpected difference between oral and written expression, with oral contributions being typically of a much higher quality than written accounts of the same subject matter in terms of structure, self expression and correct use of words.

Other difficulties

Further important factors in dyslexia include the following:

• Early speech and language problems. Many dyslexic children have received speech therapy, usually for phonological difficulties, especially between the ages of 3 and 7.
  
• Glue ear (Otitis media) is common in children with dyslexia and usually affects the acquisition of auditory discrimination skills, which in turn impacts on development of phonics in reading.
  
• There is a high incidence of immune system disorders (e.g. asthma, eczema) amongst children with dyslexia. The reason for this is not understood at present.
  
• Oral skills. Although many dyslexic children are fairly articulate, others demonstrate a lack of logical structure in speech as well as in writing. Oral skills can be further compromised by difficulties in word retrieval or by mispronunciation and spoonerisms. A delay in producing a response may actually be due to a slight lapse between hearing what is said and understanding it - an inefficiency in aural processing possibly connected with the working memory system.
  
• Numeracy. In about 60% of cases, dyslexia affects numeracy skills. This can take the form of unexpected inaccuracy in calculation or copying of digits, failure to remember calculation procedures, difficulties with remembering multiplication tables. Gifted dyslexic mathematicians and scientists are sometimes found to have unusually weak computational skills.
  
• Co-morbidity with other developmental disorders, e.g. AD/HD or dyspraxia. A range of characteristics, under the general heading of attentional dysfunction (i.e. attention-deficit disorder with or without hyperactivity - ADD, AD/HD), can have a significant overlap with dyslexia. A short attention span and/or a high level of distractibility can undermine the whole educational process. Associated characteristics are an inability to get started when faced with certain mental activities and also trouble switching from one type of activity to another. Additionally, or alternatively, dyslexic problems can overlap with dyspraxia (sometimes referred to as the 'clumsy child syndrome', or 'developmental co-ordination disorder').
  
• Social and emotional factors. High levels of anxiety and stress have been identified as the most indicative behavioral correlates of dyslexia; these are bound to affect performance. A 'panic' reaction is experienced by some dyslexic people when placed in situations where they cannot cope. The cumulative effect of tiredness, necessitated by additional effort at every educational level, should not be underestimated.
  
• Organization. Disorganization, a poor sense of clock time (often associated with underlying memory problems) and/or a poor awareness of space (often associated with dyspraxia) tend to make effective time management very difficult for many people with dyslexia.
  
• The secondary effects of dyslexia. Although significant discrepancies between obvious ability and unexpectedly poor academic performance should alert teachers to the presence of dyslexia at an early age, the problem may go unnoticed for several years. Under-achievement in literacy despite normal schooling and satisfactory oral and intellectual skills may persist through childhood. This gives rise to the secondary affects of dyslexia, which include loss of confidence, low self-esteem and frustration. Older students find that years of humiliation in the classroom and constant fear of being 'shown up' take their toll.
  
• Compensatory strategies. Because of the development of compensatory strategies, by adulthood, literacy skills of many dyslexics can appear superficially adequate, especially if the person is very bright. However, these strategies are likely to break down when the individual is confronted with tasks that are more challenging than previously experienced (e.g. when going to college). This has been referred to as the 'dyslexia fuse effect': i.e. the dyslexia 'fuse' blowing as a function of the educational and/or information processing load placed upon it (Martin Turner).
  
  If your child has been determined to have a "Dyslexia" you have the SAME legal rights to an Individualized Education Program (IEP) and other classroom accommodations as you would with a diagnosis of a "learning disorder". Also, the solution is the same: your child needs specialized education geared to his or her learning style. In most cases, those techniques of learning disabled children are the same as are commonly used for dyslexic children.
  
  Classroom Accommodations can be requested-even if your child does not qualify for special services. You have every right to request a  504 accommodations meeting with your child's school.

  Here are the most commonly requested classroom accommodations that will allow your child to demonstrate his/her knowledge:

  • Multi sensory Instruction
    This student performs best with the simultaneous stimulation so when he doesn't catch something the visually, the verbal instruction backs it up (and vice versa).
    It is essential to complement your writing of instructions on the board with simultaneously verbalizing the same thing. *****(When writing "when", say "when".) Highlighting or underlining key words in written in the directions is one strategy that will help.
    It is conflicting when you are writing one thing and speaking of another aspect of the assignment. This student will become cognitively overwhelmed and will not process either element efficiently. It is next to impossible for this student to pay attention to both what is being written and what is being said.
    
  • Oral testing
    Tests are read to the student (or provided pre-recorded on audio tape), and student are allowed to give answers orally (or tape record their answers).
    
  • Untimed tests
    Dyslexic students do not perform well under time pressure. It also takes them longer to read the questions, compose the answer in their head, and get it down on paper.
    
  • Eliminate or reduce spelling tests
    Classroom teachers rarely teach spelling rules in the same way or same order as a dyslexia tutor. Many teachers will accept a spelling test given in a tutoring session as a replacement for the classroom test, or only grade a classroom spelling test on a small number of pre-determined words. If your child will score more accurately on oral spelling tests, request them.
    
  • Don't force oral reading
    Teachers should never force students with dyslexia to read out loud in front of the class. If for some reason this is absolutely necessary, warn the student in advance and show them exactly which passage they will have to read so that they can practice ahead of time.
    
  • Accept dictated homework
    Dyslexic students can dictate answers much more easily and quickly than they can write them down. Allow parents to act as a scribe.
    
  • Reduce homework load
    Many teachers create homework assignments by estimating how long it would take a "normal" student to complete it. They may not realize it takes a dyslexic student 3 to 4 times longer to complete the same assignment. Teachers should agree to a maximum time to spend on homework. Parents should sign the end of the homework page showing the amount of time spent on the assignment.
    
  • Grade on content, not spelling nor handwriting
    Some teachers take spelling and handwriting into consideration when assigning a grade. For dyslexic children, this is not appropriate. Teachers should be asked to grade only on the content of an assignment.
    
  • Reduce copying tasks
    It takes dyslexic students longer to copy information from the board, and if they have dysgraphia, they may not be able to read their notes. So provide lecture notes, or discretely assign a fellow student to act as a scribe using NCR paper.
  • Quick print shops can create NCR sets of binder paper. (NCR paper is sometimes called carbonless copy paper.) The top sheet of binder paper has a coating applied to the back of it that is pressure sensitive. When someone writes on the top sheet, the coating automatically makes a copy appear on the lower sheet of binder paper. So when class is over, the scribe just tears off the lower sheet and gives it to our student.
    
  • Alternate assignments
    Teachers should offer alternative ways to show mastery of material other than a long written paper. Alternatives could include oral or video presentations, dioramas, collages, or debates.
    
  • Avoid or reduce essay tests
    Use match up, fill-in-the-blank, or short answer formats for tests. List vocabulary words for fill-in-the-blank sections at the top of the exam.
  • Multiple-choice questions are also difficult for dyslexic students due to the volume of reading required to answer them correctly.
  • Conduct a class review session before the test
    Also, provide a study guide with key terms and concepts to the students.
    
  • Ask the student how he/she learns best
    Often, dyslexic students can explain strategies and techniques that help them learn to teachers. These are usually easy to incorporate into a classroom.
    
  • Use memory strategies

    There are seven basic memory strategies that I have found useful for students with special needs including dyslexia. The strategies are as follows:
    
    1. The Metacognitive Strategy - When learning a list of words for example, asking yourself and then noting down how you remembered the words.
    
    2. The First Letter Strategy - Using the first letter of each word to try to
    make a real or nonsense word.
    
    Example of making a real word -  The names of the Great Lakes in the United States are:  Huron, Ontario, Michigan, Erie, Superior
    The first letter of each of the lakes makes the word  HOMES
    
    Example of making a nonsense word - The names of each of the colors of the rainbow follow:
    
    red, orange, yellow, green, blue, indigo, violet
    
    The first letter of each of the colors makes the nonsense word  ROYGBIV
    
    3. The Story Strategy - Write a real or nonsense story that incorporates all the words you want to remember.
    
        Example of a nonsense story - The following is a nonsense story to remember this list of words (emu, dog, eel, tiger, cat, toad, owl, rat, snake).
    
        Australian Farmer
    
        The Australian farmer had seen an emu, owl, rat, toad and snake outside.  He had a dog, cat and eel in his house.   However, he had to visit a zoo to see a tiger.
    
        Example of a real story  - The following is a short poem that includes all the months in a year:
    
        Thirty days hath September
        April, June and November,
        All the rest have thirty-one
        Excepting February alone
    
    4. The Grouping Strategy - Grouping words together that belong to the same category.
    
    Example of using the grouping strategy -
    
    Make a list of all things that belong to the same family e.g. animals
    
    dog, tiger, cat, horse, lion, zebra, wolf
    
    Make a list from a larger list of all things in one group e.g.
    
    shoulder
    underground
    palm
    elephant
    runway
    motorway
    arm
    railway
    kangaroo
    eye
    tiger
    snake

    palm	railway	snake
    eye	underground	elephant
    arm	motorway	tiger
    shoulder

    5. The Imagery Strategy - Making a list of all things in a list by picturing them together or separately.
    
    Example of using the imagery strategy -
    
    Make a list of all things in one group, which are the same color by
    picturing several animals all brown in the same picture e.g.
    
    a brown horse, a brown wolf, a brown cat, a brown lion, a brown snake, a
    brown dog, a brown cat
    
    Or make a nonsense picture to help you remember e.g. a brown dog with a brown snake twisted around its neck looking like a scarf.

    6. The Location Strategy - This is the ability to remember locations and assign faces to each.
    
    Example of using the location strategy
    
    Think of your school and conduct a mental walk from the principal's office
    to your classroom. Pay particular attention to the rooms you are passing
    noting the details, noticing any imperfections, like desks not lined up:
    anything that makes your mental images more vivid.   Make sure you can move easily from one room to another.
    
    Along your route create a list of the most outstanding feature of each room.
    These will be the images you remember as you go from one room to another until you reach your final destination, the principal's office.

    7. The Pegword Strategy - First learn a rhymed pegword list and then learn to associate each of these words with the members of the list to be learned.
    
    Example of using the pegword strategy
    
    This is a strategy to remember sequences of ten unrelated items in the
    appropriate order.   You first have to remember ten key words, which follow:
    
    one = bun  two = shoe  three = tree  four = door  five = hive  six = sticks
    seven = heaven  eight = gate  nine =  wine  ten = hen
    
    After learning these you have to memorize ten unrelated items:
    
    battleship, pig, chair, sheep, castle, rug, grass, beach, milkmaid,
    binoculars
    
    Take the first pegword  (bun rhyming with one) and form an image of a bun interacting in some way with a battleship; you might imagine a battleship sailing into an enormous floating bun.

    Children all have to take tests and remember facts throughout their school years. Learning how to apply effective memory strategies can ease this burden.  

    These strategies will become the tools and techniques used to
    understand and learn new material or skills.   It should also be emphasized to pupils and their teachers that these strategies have to be practiced and applied to the subject area being taught, in some cases repeatedly in order to achieve success.

    Dr. Lorraine Cleeton
    May 2002
    lcleeton@sbu.edu
    Lorraine Cleeton is Assistant Professor in Special Education at St Bonaventure's.

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