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“Tell me and I forget. Teach me and I learn. Involve me and I remember.” ~ Benjamin Franklin “My teachers say I’m addled . . . my father thought I was stupid, and I almost decided I must be a dunce.” ~ Thomas Edison “He told me that his teachers reported that . . . he was mentally slow, unsociable, and adrift forever in his foolish dreams.” ~ Hans Albert Einstein (Albert Einstein’s father) “I was, on the whole, considerably discouraged by my school days. It was not pleasant to feel oneself so completely outclassed and left behind at the beginning of the race.” ~ Winston Churchill “If I wasn’t dyslexic, I probably wouldn’t have won the Games. If I had been a better reader, then that would have come easily, sports would have come easily. . . and I never would have realized that the way you get ahead in life is hard work.” ~ Bruce Jenner “It had long since come to my attention that people of accomplishment rarely... read more

Although we often look for negative symptoms, dyslexic children will demonstrate many gifted areas. Strengths seen in young children: Curiosity Great imagination The ability to figure things out Eager to embrace new ideas A good understanding of new concepts A large vocabulary for their age group Enjoyment in solving puzzles or building activities Strengths seen in school age children: Excellent thinking skills: a strong ability to conceptualize and reason Great imagination Can think outside the box Learn best when learning is connected and has meaning; may not do well with rote memorization Continue to have a strong ability to see the big picture High level of understanding and comprehension when read to Can understand at a high level when there is interest in the topic; May over learn technical words in an area of interest Surprisingly advanced listening vocabulary Excellence in areas not dependent on reading,... read more

Mispronunciation of names and words Difficulty remembering names of people and places May confuse names of places that sound alike Vocabulary, both spoken and written, becomes more limited relative to their peers Difficulty remembering words and coming up with the "right" word Reading individual words may become more accurate, but continues to be very tiring May get tired when reading Embarrassed by reading aloud - may avoid those situations May have difficulty with uncommon, strange or foreign words on menus (in these situations, may say "I'll have what you're having") Most reading is very slow, especially books or manuals - may have to read two to three times to understand it Often find that there's no time for a social life because studying takes so much time Often prefer books with figures, charts, and graphics or books with fewer words and lots of white on the page Very poor written expression - prefer uncomplicated... read more

Dysgraphia: slow, non-automatic handwriting. Handwriting is difficult. Failure to understand that words come apart (for example "sandbox" contains two words, "sand" and "box") Difficulty identifying the individual sounds in a word (for example "cat" contains three distinct sounds) Inability to associate correct sounds with the correct letters. Difficulty reading common one syllable words (such as "hop," "cat," "sit") Complaints about how hard reading is or running and hiding when it's time to read. Difficulty with directionality; may write letters backwards (such as "d" and "b") Reading errors that show no connection to the sounds of the letters in the word: Child will say “puppy” instead of the written word “dog” in an illustrated page with a dog shown. Letter or number reversal continuing past first grade. Speech that is not fluent - may pause or hesitate... read more

Delayed speech Mispronounced words or persistent baby talk 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 Can’t create words that rhyme Trouble learning common nursery rhymes, such as “Jack and Jill” Doesn't recognize rhyming patterns such as "cat, bat, rat" A close relative with dyslexia Failure to know the letters in their own name Mixing up sounds in multi-syllabic words: For example, aminal for animal, bisghetti for spaghetti, hekalopter for helicopter, etc.

Having your child tested for dyslexia is a personal decision. Most parents have watched their child(ren) struggle over the years, knowing something isn’t quite right, but yet have no idea what could be causing the difficulties. Parents may refer to testing to get a picture of the severity and range of the problems. Testing is usually done by a psychologist or a speech therapist. It can be very time consuming and expensive, although the cost may be covered by insurance. Testing often scares both the child(ren) and the parents. It can be a traumatic experience and a little overwhelming for both. Recognize it’s only a gauge to help you see where you might want to begin remediation. Testing offers the proof necessary to receive classroom accommodations; such as longer testing period, having the test given orally rather than written, one on one assistance in the classroom, etc. Some parents feel screening is preferred to testing, because it allows them to see the areas of... read more

Dyslexia is considered a learning disability. It’s actually a language processing disorder that makes reading, writing, spelling and occasionally speech, difficult. The dyslexic brain is built and wired differently than the average brain. It’s been shown that the right hemisphere of a dyslexic brain can be up to 25% larger. Yep. Dyslexics are actually GIFTED! That’s why so many creative people and inventors are dyslexic. Although some skills, like reading and writing, are more difficult, dyslexic folks seem to be gifted in a lot of creative areas. Dyslexia is an inherited condition. If you have dyslexic parents, you have a 50% chance of being dyslexic. If you are dyslexic, your children have a 50% chance of being dyslexic too. Dyslexia affects people differently. Some children demonstrate speech delays at a very young age, while others are successful in school until about third grade. Although poor reading, writing and spelling are usually indicators, there are many other... read more

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