Reason and Risk Factors of Dyslexia
Developmental dyslexia is a precise learning disability characterized by complicatedness in become skilled at to read. Some dyslexics also have complicatedness learning to mark, to spell and, now and then, to talk, or to work with numbers.
We do not be familiar with what causes dyslexia, but we do identify that it affects children who are physically and sensitively healthy, academically competent, and who come from good home environments. Actually, many dyslexics have the advantages of good schools, high mental ability, and parents who are well-educated and value learning.
School children are subject to a broad range of reading troubles and researchers have discovered the cause of a lot of of these problems. Nowadays, most teachers accept these research consequences and use them in planning their instruction, but there remains a small group of children who have complicatedness in learning to read for no apparent reason. These children are called dyslexic. Although approximation of the commonness of dyslexia are tough to find, it is estimated that as many as 15 percent of American students may be classified as dyslexic.
Children with dyslexia are not all alike. The only trait they divide up is that they read at levels significantly minor than is typical for children of their age and intelligence. This reading lag is described in terms of grade level. Dyslexics usually have one or more of the subsequent problems:
* Difficulty education and remembering printed words
* Letter reversal (b for d, p for q), number reversals (6 for 9), and changed order of letters in words (tar for rat, quite for quiet) or numbers (12 for 21)
* Leaving out or inserting words while reading
* Baffling vowel sounds or replacement one consonant for another
* Constant spelling errors
* Difficulty writing
* Delayed or inadequate speech
* Trouble picking the right word to fit the meaning desired when speaking
* Problems with direction (up and down) and time (before and after, yesterday and tomorrow)
* Clumsiness
Definition of Dyslexia
Dyslexia is an impairment of the ability to read, as a result of a variety of pathologic conditions, some of which are associated with the central nervous system.
Dyslexic persons often reverse letters and words, cannot adequately distinguish the letter sequences in written words, and have difficulty in understanding left from right.
Some reading experts doubt that dyslexia is a pathologic disorder and believe the condition represents a combination of reading problems, each of which should be isolated by specific tests. The problems cited by these authorities are poor vision, impaired hearing, emotional immaturity, lack of physical development, psychic stress, and inadequate reading instruction.
Over the years, the term dyslexia has been given a variety of definitions, and for this reason, some teachers have resisted using the term at all. Instead, they have used such terms as "reading disability" or "learning disability" to describe conditions more correctly designated as dyslexia.
Although there is no universally recognized definition of dyslexia, the one presented by the World Federation of Neurology has won broad respect: "A disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity."
Linda Gross
About Linda Gross
* Linda Gross, Ed.M.Linda has a Master's Degree in Reading Psychology and is a state certified reading specialist with over 25 years experience in education. Having completed extensive post-graduate work in Reading Psychology at Temple University, she continues to take courses to enhance her ability to serve people.
* She specializes in multisensory instruction and is a proponent of Orton-Gillingham principles. Certified as an instructor in the Wilson Reading System, which is based on these principles, Linda frequently utilizes this program as a core curriculum for her students. She is also certified in Fast forWord™, a language-based, computer-assisted program. In addition to having a private practice, she is an adjunct professor at Community College of Philadelphia where she teaches reading and writing.
* Linda is also trained as a specialist in One Brain, a program developed for dyslexics which removes learning blocks and enhances attention and concentration.
* She works with a highly educated and trained staff of associates, among them certified reading specialists with master's degrees, multi-sensory structure language educators (MSLE) and those skilled in using specific reading and language programs.
Linda Gross, Ed.M.
302 N. Washington Ave.
Suite 101, West Building
Moorestown, NJ 08057
Phone: 856-778-2262
Fax: 215-860-2377
info@lindagrossedm.com
Dyslexia Help In Singapore
Singaporeans who believe they have a child who could possibly have Dyslexia now have a chance to look for a help from Dyslexia Association of Singapore. Below are some highlights from their official homepage.
The DAS is able to charge fees that are below commercial rates because of kind donations and grants.
| Singaporean Students in MOE Primary and Secondary Schools | Others | |
| Assessment | S$420 ($400 + 5% GST) | S$630 ($600 + 5% GST) |
S$945.00 per term
| S$945.00 per term
| |
| MOE Grant: | (S$446.00) | - |
| DAS General Fund: | ($26.50) | - |
| Total: | S$480.00 per term | S$952.50 per term |
| GST: | S$24.00 | S$47.63 |
| Total (With GST): | S$504.00 | S$1001,13 |
If you pay through Bank GIRO, your monthly payment is S$168.00 for Singaporean students and S$334.35 per month for non-Singaporean students.
Bursaries
Bursaries are available for families needing financial assistance - we will never turn a Singaporean away because they cannot afford our fees. For information on how to apply for a bursary call Pauline Chin at 64445700.
Unfortuantely due to financial constraints we are not able to offer bursaries or reduced rates to those who are not Singaporeans.
How/where to pay the fees ?
You can pay our teaching fees at the Dyslexia Centre or any of our Learning Centres using the NETS payment system. Alternatively you can send us a cheque.
Please make your cheque payable to the Dyslexia Association of Singapore and send it to:
Dyslexia Centre
2 Bukit Merah Central
#05-00, Spring Singapore
Singapore 159835
Tel: 64445700
Fax: 64447900
When you apply for an assessment with the Dyslexia Association of Singapore you will be asked to send a $52.50 ($50 + 5% GST) deposit. You can pay the rest of the fee at the Dyslexia Centre when you come for the assessment.
http://www.das.org.sg
Is my children dyslexic?
All dyslexic children have some difficulty in reading and writing but many dyslexics have other difficulties such as poor organisation or short-term memory problems.
If the way in which your child works and behaves suggests that your child has some of the difficulties often linked with dyslexia it is advisable to seek a psychological assessment.
The psychological assessment measures the child's profile of abilities to give a more objective way of judging whether a child is dyslexic. More importantly an assessment helps recommend the best way of helping your child.
Difficulties in Literacy as an indicator of dyslexia
A key indicator of dyslexia is a child's failure to learn to read, spell and write at the level expected by their intelligence and by the opportunity they have had to learn. Parents and teachers often wonder why the child seems so capable and intelligent in many areas but has difficulty with reading and writing.
The extent and type of difficulties each dyslexic faces varies. Dyslexia can range from being a mild problem to a severe difficulty.
All dyslexics have some difficulty with literacy but dyslexia can show itself quite differently in different people.
Short-term and/or Working Memory
Many dyslexics are 'quick forgetters'. They may learn and understand how to do something but they will need frequent reminders before they remember. It is not uncommon to have to keep repeating something over and over to a dyslexic to try and ensure they remember it. However there are ways to increase the liklihood that dyslexics will remember what they are taught see Advice on helping dyslexics to remember information .
Sequencing
A lot of dyslexics have difficulty sorting or ordering information. This means that the dyslexic may have difficulty in Mathematics, remembering a list of instructions or giving a good verbal explanation.
Letter Reversals (writing 'b' for 'd' etc) - quite normal up to Primary 2
Some dyslexic children do reverse letters as they write. However there are many dyslexic children who have never written letters in reverse. In fact it is perfectly normal for non-dyslexic children in Kindergarten or Primary 1 to reverse letters as they write. Most children grow out of letter reversals by Primary 2. Letter reversals are only something to be concerned about if a child continues to show letter reversals after Primary 2.
Most children have problems in school at one time or another. Ask yourself and the teacher if your child has shown these characteristics to a greater degree than normal over a period of time and in different environments, e.g., school, home, child care.
Ages 6-11
* Has difficulty pronouncing words, may reverse or substitute parts of words
* Has difficulty carrying out a sequence of directions
* Does he have trouble with sounds in words, e.g. poor sense of rhyme?
* Doesn't hear fine differences in words; e.g., writes "pin" for "pen"
* Has problems stating thoughts in an organised way
* Confuses the order of letters in words
* Doesn't recognise words previously learned
* Does he read a word then fail to recognise it further down the page?
* Spells a word several different ways; doesn't recognise the correct version
* Has poor reading comprehension
* Does he answer questions orally but have difficulty writing the answer?
Ages 12-adult
* Has difficulty remembering what he just read
* Has difficulty concentrating when reading or writing
* Is unable to tell important information from unimportant details
* Spells poorly; misspelling is not phonetic
* Has problems taking notes accurately
* Has difficulty organising and completing written projects
All ages
* Is he bright in some ways with a 'block' in others?
* Is there anyone else in the family with similar difficulties?
* Does he have difficulty carrying out three instructions in sequence?
* Was he late in learning to talk, or in speaking clearly?
http://www.das.org.sg
More About Dyslexia
What are the Effects of Dyslexia?
Dyslexia can have different effects on different people, depending on the severity of the learning disability and the success of efforts to develop alternate learning methods. Traditionally dyslexia causes problems with reading, writing and spelling and those problems manifest themselves differently in each person. In fact, some children with dyslexia show few signs of difficulty with early reading and writing, but have more trouble with later complex language skills, such as grammar, reading comprehension, and more in-depth writing.
Dyslexia can also make it difficult for people to express themselves clearly. It can be challenging for them to use vocabulary and to structure their thoughts during conversation. Others struggle to understand when people speak to them, not because they don’t hear, but because of their difficulty processing verbal information. This is particularly true with abstract thoughts and non-literal language, such as idiomatic expressions, jokes and proverbs.
Perhaps most importantly, all of these effects can have a disastrous impact on a person’s self-image. Without help, children often get frustrated with learning. The stress of dealing with schoolwork often makes children with dyslexia lose the motivation to continue on and overcome the hurdles they face.
Is Dyslexia Common?
According to the National Institute of Health, up to 15% of the US population has significant difficulty learning to read. Dyslexia occurs among people of all economic and ethnic backgrounds. People are born with dyslexia. Often other members of the family also have dyslexia.
What are the Warning Signs?
The following are common signs of dyslexia in people of all ages, but that does not mean that a person displaying these signs necessarily has a learning disability. If a person continues to display difficulty over time in the areas outlined below, testing for dyslexia should be considered.
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Understanding that words are made up of sounds (known as phonological awareness)
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Assigning correct sounds to letters-alone and when combined to form words
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Pronouncing words properly-blending sounds into speech
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Spelling words
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Learning the alphabet, numbers, days of the week-basic sequential information
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Reading with age-appropriate speed and accuracy
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Reading comprehension
* Learning numbers facts
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Answering open-ended questions, such as math or word problems
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Organizing thoughts, time or a sequence of tasks
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Learning a foreign language
How is Dyslexia Identified?
Identifying dyslexia must be done through a formal evaluation by trained professionals. The evaluation investigates a person’s ability to understand and use spoken and written language and looks at specific areas of strength and weakness in the skills that are needed for reading. Family history, intellectual ability, educational background, social environment and other factors that can affect learning are also taken into account.
Treating Dyslexia
Recognizing dyslexia early in life is a key factor in how much the learning disability will affect a person’s development. Unfortunately, adults with unidentified dyslexia often work in jobs below their intellectual capacity. But with help from a tutor, teacher or other trained professionals, almost all people with dyslexia can become good readers and writers. Incorporating the following strategies into the learning process can help overcome the difficulties of dyslexia:
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Early exposure to oral reading, writing, drawing and practice to encourage development of print knowledge, basic letter formation and recognition skills and linguistic awareness (the relationship between sound and meaning)
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Practice reading different kinds of texts (i.e., books, magazines, advertisements, comics)
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Multi-sensory, structured language instruction and practice using sight, sound and touch when introducing new ideas
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Modifying classroom procedures to allow for extra time to complete assignments, help with note-taking, oral testing and other means of assessment
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Using books-on-tape and assistive technology such as screen readers and voice recognition computer software
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Help with the emotional issues that arise from struggling to overcome academic difficulties.
Reading and writing are fundamental skills for daily living, however it is important to emphasize other aspects of learning and expression. Like all people, those with dyslexia enjoy activities that tap into their strengths and interests. As multi-dimensional thinkers, visual fields such as design, art, architecture, engineering and surgery, which do not emphasize language skills, may appeal to them.
http://www.ncld.org
What is dyslexia?
Dyslexia is a term that has been loosely applied to reading disabilities. Specific definitions for dyslexia vary with disciplines. Those in medicine define dyslexia as a condition resulting from neurological, maturational, and genetic causes, while those in psychology relate dyslexia on the basis of the specific reading problems evidenced and give no reference to causation. All disciplines would probably agree that dyslexia is evidenced by persons of otherwise normal intellectual capacity who have not learned to read despite exposure to adequate instruction.
How Is Dyslexia Diagnosed?
The diagnosis of dyslexia usually begins with an awareness by parents or teachers that a problem in reading exists. A physician is often the first diagnostician to explore the nature of the difficulty. The medical practitioner should investigate the cause of the reading problem by conducting a complete physical examination and obtaining a comprehensive health history. If indicated, the child should be referred for a neurological examination. If dyslexia is suspected, the physician should refer the child for further evaluation and treatment by a specialist in psychoeducational diagnosis.
The major purpose of the diagnostic process is to isolate the specific difficulties associated with dyslexia and to suggest appropriate educational intervention. Usually the diagnostician will employ a battery of assessment instruments that explore the relationship of specific reading problems to the intellectual, achievement, perceptual, motoric, linguistic, and adaptive capabilities of the individual. Based on the results, an intervention plan can be implemented by a special educator or remedial reading teacher trained in specialized reading techniques. No one remedial reading method works for all reading disabled students. Therefore it is important that the teacher have mastery of many different techniques.
What Are Some Of The Characteristics Of Dyslexia?
An individual is identified as dyslexic when a significant discrepancy exists between intellectual ability and reading performance without an apparent physical, emotional, or cultural cause. Common findings in the history include, but are not limited to: (1) family history of reading problems; (2) a predominant occurrence in males (males to females 8:1); (3) an average or above average IQ and, not uncommonly, a proficiency in math: (4) no enjoyment of reading as a leisure activity; (5) problems of letter and word reversal; (6) developmental history of problems in coordination and left/right dominance; (7) poor visual memory for language symbols; (8) auditory language difficulties in word finding, fluency, meaning, or sequence; (9) difficulty transferring information from what is heard to what is seen and vice versa.
Specific reading problems associated with dyslexia include difficulty in pronouncing new words, difficulty distinguishing similarities and differences in words (no for on), and difficulty discriminating differences in letter sound (pin, pen). Other problems may include reversal of words and letters, disorganization of word order, poor reading comprehension, and difficulty applying what has been read to social or learning situations.
What Factors Contribute To Dyslexia?
Ocular Problems
Several reliable studies (Helveston 1969; Blika 1982; Keys 1982; Hiatt 1984) have found that dyslexic individuals have no greater incidence of eye problems than do individuals with normal reading ability. Such parameters as visual acuity, stereo acuity, ocular alignment and motility, fusion status (break point amplitude), and refractive error have not been shown to be significantly different in poor versus normal readers. Individuals with reading problems should, however, have a careful eye examination as part of an overall medical examination. There is no scientific evidence that visual training (including eye muscle exercises, ocular tracking or pursuit exercises, or glasses with bifocals or prisms) leads to significant improvement in the performance of dyslexic individuals.
Language Problems
According to Mattis (1978), the primary contributing factor to dyslexia is an auditory language deficit. Approximately 86% of the individuals identified as dyslexic evidence an auditory language disorder that prevents the individual from linking the spoken form of a word with its written equivalent. In light of this, any individual with reading problems should have a careful evaluation of his or her language capabilities and where indicated, appropriate speech and language intervention should be provided.
Visuo-Spatial-Motor Problems
In contrast to language problems, visuo-spatial-motor factors of dyslexia appear less frequently (Robinson and Schwartz 1973). Approximately 5% of the individuals identified as dyslexic have a visuo-spatial-motor problem that interferes with sequential organization, scanning, and the perception of temporal and spatial cues. Although visuo-spatial-motor confusion is common in young children who are just learning to read, these problems do not tend to account for severe and persistent reading difficulties unless the child has missed so much basic reading instruction that he cannot get caught up. Assessment of visual, spatial, and motor capacities should be included in the diagnosis of any coordination or orientation disorder; however, there is no scientific evidence that interventions such as neurological and sensory organizational training, laterality training, dominance training, balance beam, or reflex inhibition will significantly accelerate reading performance.
Other Factors
The importance of general intelligence in learning to read has been examined and shown to be a critical factor in both reading and language abilities. Investigations of the role of dominance in handedness, eyedness, and mixed laterality have produced no consistent conclusions. Studies investigating low birth weight, EEG abnormalities, temperamental attributes, attention deficit disorders, birth order, food additives, and chemical allergies have yielded mixed results. What is clear is that a wide range of factors can be associated with reading difficulties but that these factors work differently in different children. There is no simple formula for diagnosing and treating a dyslexic child. Each one requires his or her own individual program.
http://www.kidsource.com/
