Landmark Parents Association hosts a free presentation, “Dyslexia and the Reading Brain: Challenges and Unusual Gifts” by Dr. Maryanne Wolf Saturday, April 11, 9-11:30 a.m. at the Landmark High School Dining Room, 412 Hale Street, Beverly.
Acclaimed author, literacy expert and professor, Maryanne Wolf will present an evolutionary view of the reading brain that helps us re-conceptualize dyslexia and intervention. Individuals with dyslexia may possess a somewhat different organization of the brain that predisposes them to both challenges and unusual gifts. Wolf is the director of the Center for Reading and Language Research and professor of child development at Tufts University. A book signing of “Proust and the Squid: The Story and Science of the Reading Brain” will follow the presentation.
Registration is required and can be done online at www.landmarkoutreach.org/saturday.htm. Contact Irena Sinclair at 978-927-1456 or irenasinclair@comcast.net.
The school’s Outreach Program will host a free workshop, “Landmark’s Approach to Developing Phonemic Awareness” Saturday, May 9, 9-11 a.m. at the Elementary-Middle School campus, 167 Bridge St., Manchester. An overview of the Lindamood-Bell® LiPS Program and how it is used to impact decoding and written expression skills will be discussed, with ample time for questions. To register call 978-236-3216 or visit www.landmarkoutreach.org/saturday.htm.
Landmark School Invititation
Dyslexics Images Reversed
It took a while -- almost a century -- for the assumptions made about dyslexia in 1896 to catch up with Dr. Harold N. Levinson's theory, first espoused in 1973, about what he felt to be the cause of the malady.
"Dyslexia has remained a scientific enigma, defying most attempts at medical understanding, diagnosis, prediction, treatment and prevention," explains Levinson, a world-renowned psychiatrist and neurologist considered a pioneer in this field. "Few, if any experts have fully recognized how deeply this disorder impacts sufferers."
But what experts do agree on is the fact that dyslexia is not a form of retardation, but generally a reading and language disorder in which people see letters and numbers reversed. In fact, people with the condition often have average to above-average IQs. Prominent examples include Thomas Edison, Albert Einstein, Pablo Picasso and George Washington.
But, as Levinson sees it, dyslexia is much more than a reading problem: It's "an inner-ear syndrome," he says, "that can be easily treated with simple and safe combinations of inner-ear improving medications and related nutrients."
Levinson, former clinical associate professor of psychiatry at the New York University Medical Center, is currently director of the Medical Dyslexic and ADD Treatment Center (which is also known as the Levinson Medical Center for Learning Disabilities) in Great Neck, N.Y.
All About the Inner Ear
Through his work with dyslexics and those with learning, concentration and balance/coordination disturbances -- research he began when he first worked for the New York City Board of Education -- Levinson says that he uncovered the fact that all of his patients appear to have one thing in common: a malfunction within the inner-ear system. He credits his discovery with bringing about a dramatic medical breakthrough in the understanding, diagnosis and successful treatment of dyslexia and its many related signal-scrambling disturbances of the inner-ear and the cerebellum.
His work is described in his book Smart but Feeling Dumb: The Challenging New Research on Dyslexia -- and How It May Help You, now in a revised and updated paperback edition.
Complete with case histories and research that led to his medical breakthrough and the medical establishment's recognition of his theories, this book reports how you may be able to get safe, effective, immediate treatment for you or your child.
Detailed in his book are the origins, treatment and inner-relationships of dyslexia; learning disabilities; attention-deficit disorder; and anxiety and phobic disorders, based on the detailed examination and successful medical treatment of more than 35,000 children and adults.
He also says that his work resulted in an unforeseen side benefit: "While treating my reading-disabled patients, many of them confided in me that they had lost their phobias. They were no longer afraid of the dark, of escalators, of heights and much more."
"It seemed that these phobias also seemed to stem from inner-ear disturbances," he continues. "My patients began seeing unexpected improvements in a wide range of phobias, which are, to me, a warning signal from the body telling you you're not well enough or balanced.
"And so," he sums up, "the main message in my book is that there are hundreds of unexplained symptoms with differently named disorders -- all of which can be traced to hidden inner-ear problems [that] can be successfully treated -- even prevented -- by testing early before symptoms even arise."
http://www.jewishexponent.com/
Scientology Members
Scientology is like other religions in some ways. It seems the group believes in educating children in the principles of this religion early. Tom Cruise is preparing his daughter Suri for Scientology school now.
Suri, the daughter of Tom Cruise and Katie Holmes, turns three years old this month. According to newspaper reports, father Cruise is very interested that his daughter begin to learn Scientology and its precepts. The Mail reports that the school in question is New Village Academy in Los Angeles. This school was initiated by another actor and friend of Cruise by the name of Will Smith.
The tabloid reports that children at the academy begin to learn and accept individual responsibilities when they are very young. The diet of the school emphasizes nutritional standards that include low sugar, low-carb and low sodium meals. Other sources go on to say that the school includes what is called “study technology.” This technology reinforces the need to be responsible throughout life for one's behavior. The education is reported to cost $12,000/year.
Not long ago Cruise was in the news for maintaining that his dyslexia was cured through Scientology. This became a controversial topic among educators as well as those in the entertainment business. Dyslexia, according to experts, isn't cured but improved through special education methods, not just becoming involved in a religion.
Lisa Marie Presley, Elvis daughter, was introduced as a very young person to Scientology. She and her mother Priscilla learned about it through John Travolta, another famous celebrity who is a Scientologist. There wasn't the Will Smith new school for her to attend but the years of early education in the religious group have provided her with strong support for her beliefs and positions in the Scientology religion. She was reported to have been cured of drug addiction through Scientology.
Although there are frequent criticisms of Scientology in many quarters, primarily for its secrecy and what is alleged to be extreme ideas and brainwashing, Belief.net provides an overview of the group's beliefs that allow mature discussion about this religion that is frequently in the news
http://www.digitaljournal.com/
Learning Disabilites Way Of Henry Winkler
In the world of special education, Henry Winkler is as big a hero today as he was on television's "Happy Days" 30 years ago, when his role as the leather-jacket-wearing, motorcycle-riding "Fonz" made him one of the nation's most popular actors.
Winkler had to overcome a case of severe, undiagnosed dyslexia to pursue his career.
"Every one of you has greatness in you," Winkler, now 63, said recently in Short Hills, at a talk sponsored by the Winston School, a private school that serves students with dyslexia and other learning disabilities.
"It doesn't matter if you don't get a subject," he told the audience, which included many of the school's first-grade to eighth-grade students. "How you learn has nothing to do with how great you are. Your job is to find out what your gift is, what your contribution will be."
Winkler has continued his acting career since "Happy Days" ended its 10-year run in 1984, with dozens of roles on television and in movies. But Winkler's prominence of late has come as co-author of the Hank Zipzer series of books, which chronicle the misadventures of "The World's Greatest Underachiever," a boy with a learning disability similar to his.
In Short Hills, a crowd of about 550 packed the sanctuary at Temple B'nai Jeshurun to hear Winkler. Speaking in rapid-fire, clipped tones that often recalled the cadence used by the Fonz, Winkler came across as a combination motivational speaker, concerned parent and stand-up comic.
During his childhood in Manhattan, Winkler recalled, his German-Jewish immigrant parents didn't understand his learning problem. Their nickname for him was the German expression for "dumb dog."
"I was very bad in math, science, spelling, reading, writing and social studies. I was very good in lunch," he said.
And he wasn't much of an athlete, either: "In tetherball, I always got smashed in the face."
"My parents and teachers told me I was stupid, lazy and not living up to my potential," he said.
Winkler, who had wanted to be an actor since he was 7, never attended special-education classes, but he managed to make it through high school. He went on to earn a bachelor's degree from Emerson College in Boston and a master's degree in fine arts from the Yale University School of Drama.
At age 31, Winkler said, "I found out, I ain't stupid, I have something with a name -- I was dyslexic."
It was a huge relief, Winkler said, and today, he feels grateful for his disability, because it made him work harder and achieve more.
Pamela Bloom, head of Winston School, also located in Short Hills, said Winkler was an important guest speaker because her students have a lot in common with his younger self -- and that his success can serve as an inspiration.
"It's just pencil-and-paper tasks that are difficult for our kids," she said. "The rest of them is fantastic."
During a question-and-answer period, several students asked about the Hank Zipzer books. They were especially interested in knowing if any of the characters were based on real people.
Winkler said he used the real names of two teachers, Ms. Adolf and Mr. Rock.
The hard-hearted Adolf "was an actual teacher," he said.
The kindly Mr. Rock said, "'You're going to be okay,' but he was the only one," Winkler said.
In U.S. public schools, dyslexic students are classified under the category "specific learning disabilities" when they are recommended for special education programs. About 80 percent of students with a "specific learning disability" have a "primary disability" in reading and language processing -- with dyslexia the most common source of that disability, according to the International Dyslexia Association, based in Maryland.
Of the nearly 1.4 million students who attended New Jersey public schools from kindergarten through grade 12 in 2007, there were 90,356 students enrolled in special education programs for specific learning disabilities, or more than 6 percent of the total school population, according to data provided by the state Department of Education.
"There is no difference between a reading disability and dyslexia," explained Kathleen Selvaggi Fadden, a neurodevelopmental pediatrician and medical director in the Child Development Center at Morristown Memorial Hospital. Students thought of as dyslexic generally have a "severe" reading disability, which shows up in several symptoms, Fadden said.
Although the popular perception of dyslexia involves reversing letters, or reversing words, that's just one of the symptoms, Fadden said.
Dyslexic children are slow to learn the sounds made by letters. After they learn to "tap out" words phonetically, they may find it difficult to remember words without tapping them out each time they see them. Also, they have trouble reading and remembering words that don't follow phonetic rules.
Winkler and his wife, Stacey, raised two sons and a daughter. Winkler said he decided he would be different from his own parents and he made a point of constantly praising his kids and listening to what they had to say.
Winkler's learning disabilities persist to this day, but he said he's learned to deal with them. When he accepts a new TV or movie role, he said, "I get the script early and I read one ... word ... at ... a ... time."
Also, he said, he enjoys reading mystery novels and thrillers, even though reading remains a challenge. "I keep every book I have read on a special shelf," he said. "Every book I have read is a triumph."
by Ben Horowitz/The Star-Ledger
http://www.nj.com/
Answer For Dyslexia
Pittsburgh, PA, April 06, 2009 --(PR.com)-- It is estimated that 10-15% of the population struggles with dyslexia. Unfortunately, a large majority go undiagnosed – despite struggling to read or write throughout their lives. Usually bright in every other respect, dyslexics are often misunderstood, leading to frustration and low self-esteem.
Breakthrough research by Ronald D. Davis, author of the internationally acclaimed book, The Gift of Dyslexia, indicates that dyslexia is not a malfunction of the brain, eyes, or ears - it is a compound of simple factors which can be dealt with step by step.
Davis will be touring the US and Canada to conduct a series of lectures to present his breakthrough methods for treating people with dyslexia. Davis has helped many thousands of adult and child dyslexics all over the world to read, understand the dyslexic learning style, and enhance their natural creative ability.
Davis explains, “Dyslexics have a visual, multi-dimensional, picture-thinking style, and are less predisposed to word-based thinking.” It is this difference in perception and thinking style that causes dyslexics to have difficulty recognizing printed symbols - such as letters of the alphabet and written words. Their lack of verbal thinking also poses problems with teaching approaches which emphasize phonics and phonemic awareness.
According to Davis, confusion with symbols and abstract words cause a dyslexic’s perception to distort - resulting in the well-known transpositions, mistakes, fatigue, and frustration seen while reading and writing.
In order to successfully assist a dyslexic individual, one must address both the perceptual distortion, and the underlying confusion with symbols and words.
Davis asserts, “If control can be gained over perceptual disorientation by using simple mental processes, and language skills taught with methods adapted to picture thinkers, then someone who is dyslexic will be able to read and write without problems.”
Considered autistic from infancy, Davis grew up labeled a “dummy” at home and “mentally retarded” at school. Despite his severe learning disabilities, he became a successful engineer, businessman and sculptor. Davis was functionally illiterate until the age of 38 when he discovered a method that allowed him to stop the distorted perception that rendered words impossible to decipher - and to read a book cover-to-cover for the first time in his life without struggling.
Davis went on to research and develop training procedures known as the Davis Dyslexia Correction Program for dyslexic adults and children which are now changing the face of special education and learning disability correction throughout the world. These methods are geared towards the unique learning style of dyslexics. The unique aspects of his work include a series of perceptual and kinesthetic exercises called Davis Orientation Counseling, which quickly and easily enable people prone to disorientation, and who suffer from learning difficulties, to control the mental processes that cause distorted perceptions of letters, words and numerals.
Davis has also developed creative learning procedures called Davis Symbol Mastery which allows dyslexic students to think with symbols and words so they can learn to read easily, and with full comprehension. The process involves students modeling symbols and word concepts in clay, a multi-sensory process that enables them to exercise their creativity. With this approach, learning is permanent.
Ron and Alice Davis founded Davis Dyslexia Association International (DDAI) in1995. Its goals are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles and to present methods for improving literacy. The Davis methods report a 97% success rate correcting (not curing) dyslexia and related conditions such as dysgraphia, dyscalculia, attention difficulties and dyspraxia. Today, there are more than 400 licensed Davis Facilitators worldwide providing Davis Programs in 40 nations and 30 languages.
Best-selling author, Ronald Davis, will present a public lecture on "The Gift of Dyslexia" on May 6 at Westmoreland County Community College from 6:30-8:30 p.m.
Laurel Highlands Dyslexia Correction Center
Marcia Maust
(814) 267-5765
info@dyslexiapa.com
www.dyslexiapa.com
Fundraise For Reading Disablities
Faced with the elimination of its funding, the Understanding Disabilities Program of the Reading Public Schools is fighting for its life.
The directors of the 25-year-old not-for-profit program, which opens up conversations about disabilities with elementary school age children in order to teach about tolerance and acceptance, learned this year that it will not be a line item in the 2010 school budget. The district had contributed $20,000 each year to pay for a part-time director and related costs, according to director Ruth Clogston.
The UD program was originally started by Judy LeBlanc, a visually-impaired Reading resident who learned about a similar program in Newton. With LeBlanc’s support, UD eventually became a part of the third and fourth grade curriculas.
The program has grown to offer 68 programs district-wide, providing education in such issues as food allergies, hearing impairment, and learning disabilities.
Clogston said that the program has been very popular with students and teachers, as well with the community at large, and that she hears from former students who still remember the second grade “guided walk” that teaches about blindness.
“When you do hands on learning, it really stays with the kids,” Clogston said. “It is an incredible life lesson that they learn. Our children may face disability in their own life, in a friend or co-worker. We want them to become people who work with the disabled, who hire the disabled.”
With no funding available for next year, the UD directors have had to begin fundraising for the first time in the program’s history, in a year when donations to other organizations, such as school PTOs, have been reduced due to the bad economy.
“We are still evaluating how much we can raise,” Clogston said. “We are new to this, and we have to raise a lot of money in a short period of time.”
The district has offered “in kind” services such as copying, Clogston said, and School Committee members and administrators have expressed moral support, even while they cannot offer the program financial support.
“We are hoping for the best,” Clogston said.
Contributions to Understanding Disabilities are tax deductible and can be sent to Understanding Disabilities, Inc, PO Box 465, Reading, MA 01867.
http://www.wickedlocal.com/reading/homepage
The Tireless Pensioner
A PIONEERING pensioner has revolutionised help for adults and children with dyslexia during her work in the community over the past 20 years.
Rosemary Palmer, 83, offArgyle Road,West Ealing was nominated for by her colleague, Dineke Austin for her work as a long-serving member of the Ealing Dyslexia Association.
During her 20 years working for the charity, she raised funds for, set up and was course director for the Adult Dyslexia Group. The group runs evening classes which provide support and practical help for adults in Ealing with dyslexia and is the only class of it's kind in London.
Dineke Austin, of Midhurst Road, Ealing, called Rosemary "an inspiration to the teachers and adults" who take her courses and described her as a "worthy contender for the community champion award."
Dineke said adults with dyslexia have had their life chances "handcapped by this hidden disability, and even a six week course can so boost confidence, along with their skills profiles, that adults have gone on successfully to take up college courses and to gain employment in the local area".
"We all hope that we will still have her energy, enthusiasm, dedication and sense of humour when we're 83".
Rosemary, whose son suffered from dyslexia, worked as an English and drama teacher in west London schools for many years and after she retired was determined to try and help those with the condition.
She said:"I thought 'If I can do something, I'd like to do it.' I helped set up a voluntary group called the Adult Dyslexia Group five years ago and we did these six-week courses with a team of specialist teachers to try and assess whether adults had the condition. We'd also give them strategies on how to cope with dyslexia. The courses also provide a chance for people to meet people who are the same as them, for people who have dyslexia to realise that they aren't idiots. They know what they want to write but can't write it down.
"Dyslexia is still not truly recognised as a condition, it makes you angry when MPs come out and deny it exists. Some teachers still think that dyslexic children are just lazy because when they talk in class they seem fine but then they can't write what they're saying.
Even at the age of 83, Rosemary shows no sign of slowing down and continues to teach even to this day.
http://www.ealinggazette.co.uk/
Image captured by Brain controlled
A special region of the brain’s visual cortex, which is in charge of distinguishing between background and foreground images, called V2, is what makes brain cells remember things, according to a new study.
Neuroscientists at The Johns Hopkins University have demonstrated that nerve cells in V2 can “grab onto” figure-ground information from visual images for several seconds, even after the images themselves are removed from our sight.
“Recent studies have hotly debated whether the visual system uses a buffer to store image information and if so, the duration of that storage. We found that the answer is ‘yes,’ the brain in fact stores the last image seen for up to two seconds,” said Rudiger von der Heydt, a professor in Johns Hopkins’ Zanvyl Krieger Mind-Brain Institute, and co-author on the paper.
He also explained that the image, which the brain grabs and holds onto momentarily is not detailed, and is more like a rough sketch of the layout of objects in the scene.
This may partly explain how the brain creates a stable visual world for us when the information coming in through our eyes changes at a rapid-fire pace-up to four times in a single second.
The study was based on recordings of activity in nerve cells in the V2 region of the brains of macaques, whose visual systems closely resemble that of humans.
Located at the very back of the brain, V2 is roughly the size of a wristwatch strap.
In the study, macaques were rewarded for watching a screen onto which various images were presented as the researchers recorded the animals’ brain nerve cells’ response.
Previous experiments have shown that the nerve cells in V2 code for elementary features such as pieces of contour and patches of colour. And V2 codes these features with reference to objects.
For instance, a vertical line is coded either as the contour of an object on the left or as a contour of an object on the right.
During the study, the researchers presented sequences of images consisting of a briefly flashed square followed by a vertical line, and then compared the nerve cells’ responses to the line when it was preceded by a square on the left and when it was preceded by a square on the right.
The recordings revealed that the V2 cells remember the side on which the square had been presented, which means that the flashing square set up a representation in the brain that persisted even after the image of the square was extinguished.
Von der Heydt said that although the research is only a small piece of the “how people see and process images” puzzle, but it’s very important.
The results of the study may eventually make it possible to understand the mechanism of this phenomenon and to identify factors that can enhance or reduce this important function.
It could further help researchers in unravelling the causes of - and perhaps even identifying treatment for - disorders such as attention deficit disorder and dyslexia.
The study has been published in a recent issue of the journal Neuron. (ANI)
By ANI
Teaching has its rewards
When Yen Wei Shing and Lim Zhi Wei scored an A and a A* respectively for Chinese in the Primary School Leaving Examinations , teachers and pupils at Nan Chiau Primary School were stunned. Their results were unexpected as the 13-year-olds were known to be struggling with the subject. As children from single-parent families, both were too poor to afford private tuition.
Wei Shing also has dyslexia, which had caused him to consistently fail the subject. Zhi Wei, although a good student, had been falling behind in school, distraught that his mother was dying from brain cancer. One woman, however, turned their grades around. Upon learning of their plight, Chinese Language teacher Chin Seow Kiat tutored them a few times each week free of charge, counselled them and even offered Zhi Wei financial assistance.
What Madam Chin did for the two boys has been held up as an inspiring example of what schools and teachers can do for children with family problems.
'Teachers are in the front line, they are in touch with children, and if they can identify students who need help, their schools can reach out to them,' says Nan Chiau Primary's principal, Mr Tan Chung Ming.
With the downturn affecting many families, he says teachers like Madam Chin are even more crucial in helping to turn around boys and girls who might otherwise be overwhelmed by what is happening at home and let their studies slide.
Madam Christine Goh, 49, who is Wei Shing's mother and Zhi Wei's aunt, agrees.
'Madam Chin knew about my financial situation. My son and my nephew were not even her pupils but she went out of her way to help them,' says the unemployed widow with two older children aged 15 and 17. Her husband, a company manager, died from liver cancer in 1999.
It was a year ago that Wei Shing's Chinese Language teacher advised Madam Goh to get the boy tested for dyslexia.
'He was always failing, sometimes even getting zero marks for his tests,' she recalls. 'He struggled with reading and writing, and could not recognise characters. He would even write his surname wrongly.
'It was as though his brain was not wired to study Chinese. I couldn't afford a private tutor to help him.'
When tests confirmed her son did have the learning disability, Madam Goh decided he should drop the subject.
She had left her administrative assistant job about a year ago to look after her children, as well as her sister, Zhi Wei's ailing mother. Although she has sent out numerous application letters in the last six months, she says the recession has made it very difficult to get a job. She did not need another battle, helping her dyslexic son cope with Chinese.
But Madam Chin, who used to teach her daughter, advised her against doing so and offered to coach Wei Shing.
Madam Goh - whose children are all receiving financial assistance from their schools - recalls: 'I told Madam Chin that I wouldn't be able to pay her. She said: 'Who's asking you to pay?''
A graphic designer who took up teaching six years ago, Madam Chin says she decided to help Wei Shing for several reasons.
'If there is hope, you have got to pursue it,' she says. 'Knowing Chinese is very important and useful since China is such a powerful economy. Moreover, we are Chinese, how can we give up the language?'
Married to a graphic designer, she also believes that every child can be taught and that a teacher just needs to find the right method to do so.
In Wei Shing's case, she spent a lot of time encouraging him to speak, using everyday situations to explain the meaning of words, phrases and proverbs. She also used a lot of graphics and visuals to help him remember words.
They met two or three times a week, whenever Madam Chin coached her only child, Yi-Chao, who is of the same age.
Now a student at Sin Ming Secondary School, Wei Shing says Madam Chin was a patient teacher who made studying Chinese fun.
'She understood how I felt, knew when I was happy or sad,' says the bespectacled boy, adding that she would even take him out on little excursions when he did well.
'Yi-Chao also motivated me. When I did badly at tests, he would comfort me and tell me that there was always a next time.
'I never expected to score an A. I would have been very happy with a C.' Wei Shin obtained Bs for English and Science, and a C for Maths.
Zhi Wei also came under Madam Chin's wing last June. He was then staying with his aunt and cousin as his mother was critically ill from brain cancer, and was in and out of hospital. His father - whom he declines to talk about - was not around to help him and his elder brother cope with the trauma. His studies started to suffer.
Madam Goh says: 'He was very down and couldn't concentrate on his schoolwork. Sometimes, he would cry himself to sleep.'
When Madam Chin found out what he was going through, she got him to join Wei Shing and her son.
'She was very kind and encouraging, telling me not to give up. She motivated me to study hard for my mother,' says Zhi Wei, adding that the sessions cheered him up.
Unfortunately, his mother's condition took a turn for the worse.
'On the day I took my PSLE Chinese Comprehension, she slipped into a coma,' he says softly.
However, he aced the exams, scoring A* for Chinese, and As for English, Science and Maths. His results got him into Chung Cheng High School, a Special Assistance Plan school.
He keeps quiet when asked if his mother - who died in January this year without waking up from her coma - knew he had done so well.
Madam Goh says: 'She knew. One of my other sisters told her that her wish for Zhi Wei to do well came true, and even though she could not respond, tears fell steadily from the corner of her eyes.'
Nan Chiau Primary's principal, Mr Tan, hopes that more teachers could be like Madam Chin, especially during this downturn. Besides applications for financial assistance, there are other signs which indicate the recession has made life tough for many of his pupils.
'For instance, we've suddenly got a lot of parents questioning why the school is subscribing to certain publications for their children. It's a clue that they are trying to tighten their belts and cutting down on expenses.
'I tell my teachers to look out for tell-tale signs such as rebellious behaviour or slipping grades among the students. The issues could be a lot deeper,' says Mr Tan, adding proudly that some of his staff even dig into their own pockets to help needy pupils buy books and other necessities.
The fourth of six children of a businessman and a housewife, Madam Chin says her late father always taught his children to repay society.
It explains why the grassroots leader at Punggol 21 Community Centre has always been active in community work.
'He said I have to follow my grandfather's sense of justice. My grandfather studied in Japan and was a supreme judge in Guangzhou. His name is in the history books,' says the Nanyang Academy of Fine Arts graduate who switched to teaching because she felt that nurturing young minds was one of the best forms of community work.
To help families in need during the recession, she plans to round up a group of teachers to conduct extra classes after school.
Madam Chin says if teachers set a good example, their pupils will follow. 'I tell Wei Shing and Zhi Wei that just as I have helped them, they should also help others when it is their time.'
She still keeps in touch with her two charges even though they have left Nan Chiau Primary.
Wei Shing sheepishly admits that he is struggling with his Chinese again. Zhi Wei, meanwhile, also says that Higher Chinese - which he is now taking - is a lot harder than expected.
Madam Chin is already making plans to help them. 'If they need help, of course I will help.'
http://www.asiaone.com/
Unraveling the roots of dyslexia
By peering into the brains of people with dyslexia compared to normal readers, a study published online on March 12th in Current Biology, a Cell Press publication, has shed new light on the roots of the learning disability, which affects four to ten percent of the population. The findings support the notion that the reading and spelling deficit—characterized by an inability to break words down into the separate sounds that comprise them—stems in part from a failure to properly integrate letters with their speech sounds.
"The adults with dyslexia in the study had enough reading experience to match letters and their speech sounds correctly," said Vera Blau of the University of Maastricht, The Netherlands "Still, the results show that the way their brain integrates letters and speech sounds is very different from normal readers. It's quite astonishing."
The researchers examined activity in the brains of dyslexic and normal adult readers by using functional magnetic resonance imaging (fMRI) as they were presented with letters, speech sounds, or a matching or non-matching combination of the two. While undergoing that task, dyslexic adults showed lower activation of a brain region known as the superior temporal cortex than the more typical readers did.
The findings point to a neural deficit in letter-speech sound integration as a fundamental mechanism that might distinguish poor from good readers, Blau said. Such a difficulty in integrating the most basic units of written and spoken language could offer a promising link between well-documented difficulties in processing the sounds of language (phonology) and the actual reading problem itself, she added.
Her team, led by Leo Blomert at the University of Maastricht, is currently conducting further studies in children as they are learning to read to help identify whether the difficulty to integrate letters with speech sounds begins in early school years and whether it comes before or after deficits in processing the sounds of language.
In addition to enhancing scientists' fundamental understanding of the disability, the new results might also have some ultimate implications for therapy. "Our findings may offer a way to validate intervention strategies and narrow down the best training approaches," Blau said. Indeed, in a new series of studies, the group is investigating whether training strategies focused on phonological skills as well as letter-sound associations improve reading skills by changing activity levels in the brain of dyslexic readers.
The researchers include Vera Blau, University of Maastricht, Maastricht, The Netherlands, Maastricht Brain Imaging Center (M-BIC), Maastricht, The Netherlands; Nienke van Atteveldt, University of Maastricht, Maastricht, The Netherlands, Maastricht Brain Imaging Center (M-BIC), Maastricht, The Netherlands; Michel Ekkebus, Regionaal Instituut voor Dyslexie, Arnhem, The Netherlands; Rainer Goebel, University of Maastricht, Maastricht, The Netherlands, Maastricht Brain Imaging Center (M-BIC), Maastricht, The Netherlands; Leo Blomert, University of Maastricht, Maastricht, The Netherlands, Maastricht Brain Imaging Center (M-BIC), Maastricht, The Netherlands.
http://www.eurekalert.org/pubnews.php
Supporting young children with dyslexia
How do pupils with dyslexia, or specific learning difficulties, learn best? Rebecca Jenkin offers active strategies to support dyslexic pupils and make a difference to their experience and outcomes at schoolThere have been times in my teaching career where I’ve struggled to support dyslexic pupils. When I did my teacher training, I don’t think dyslexia, or specific learning difficulties, was even mentioned. In recent years, working as an English co-ordinator in a middle school (where more and more pupils are identified as having dyslexia), I have had to find information and discover what works best in the classroom. This certainly does not make me an expert – far from it – but I now try to support dyslexic pupils using effective strategies that seem to make a difference to their educational achievement, attainment and happiness at school.
What is dyslexia?
The word ‘dyslexia’ comes from the Greek dys-, meaning difficult, and -lexia, meaning words or language. Dyslexia affects information processing skills (receiving, holding, retrieving and structuring information) and the speed at which information can be processed. It has an impact on the skills that many pupils take for granted – reading, writing, using symbols and calculating.
Dyslexia is not linked to low intelligence. The term indicates a kind of mind that learns in a different way from most other people. The condition appears in all age, race and social groups. I have noticed over the years that dyslexic pupils are often more likely than their peers to have other positive talents, such as creativity, lateral thinking and good visual and spatial skills. I have found dyslexic pupils to be efficient problem-solvers, and they often have good social and verbal skills. I have been able to make a difference in my classroom by harnessing these positive talents. I have found that children can secure knowledge in their long-term memory when the learning is made personal and meaningful. I have used patterns for text types and tried to give pupils the big picture by using a more holistic approach. Often, I link reading and writing to what the pupils are actually interested in, which I find generates enthusiasm and a positive attitude to learning.
Dyslexic children can find it difficult to acquire literacy skills, and they often encounter a lot of anguish and trauma because they find learning difficult. As teachers, we can take steps to alleviate this by making sure that we fully integrate a dyslexic child into the classroom learning environment; that we try to make the child feel secure and comfortable in order to develop their confidence and raise their self esteem. If we create a positive climate, the child can feel successful and valued.
In the classroom
In the classroom, start by preparing an outline of what is going to be taught in the lesson. Use a laminated timeline and write the lesson outline using simple key words. It is important to be explicit – dyslexic learners are often very literal.
Always finish a lesson with a resume of what’s been taught to help pupils make the shift from short-term memory to long-term memory. It is important to break tasks down into small, easily remembered pieces of information. Too much writing can be confusing, so if the pupils are copying from the whiteboard try to use a different colour pen for each line. If possible, have the text copied for the dyslexic pupil onto a small board in the colour that the pupil finds easiest to read.
An additional way to help dyslexic learners with their writing is to offer models for written work.
Writing frames and scaffolds can be used to help with planning, structure and organisation. If possible, encourage dyslexic pupils to use an audio tape or mini-disc recorder. This can be useful to help them organise their writing by recording their initial thoughts and ideas. Audio tapes can be used as a record of the child’s verbal, rather than written, account. Try to find ways that help pupils compose without too many constraints – for example, using a computer. Consider using a scribe.
If you are teaching an older year group, I recommend talking to the dyslexic pupil about how they prefer to learn. Learners do not always know how they learn best, so I sometimes have to suggest an approach and encourage the learner to evaluate whether or not it works. As teachers, we need to be very flexible in approach when working with a dyslexic child so that they can find the method of working that suits them best.
When working with extracts from texts or a class novel, it is helpful to give the pupils the extracts to be studied before the lesson so that they can familiarise themselves with the text. Invite the pupils to highlight key points and underline unfamiliar vocabulary. This certainly makes the pupils I teach more confident in class; many of them volunteer to read aloud to the whole class. Dyslexic learners find that using a coloured acetate or overlay on the page can help them to read more fluently and improve comprehension.
Some dyslexic pupils find it difficult to check and proof-read their work. Aim to offer direction and give the pupils plenty of opportunities to practise. From the experiences I’ve had, I recognise that the dyslexic child needs to be able to separate the two processes of writing and reading. Allow time after a writing task before asking the pupil to proofread the work. Often, the process of proofreading will need to be carried out more than once. The first time, encourage the pupil to look at content and organisation; the second time, ask the pupil to focus on grammar, expression and sentence structure. The final check should focus on spelling. Dyslexics find it difficult to correct their spellings spontaneously as they write, but they can be helped to look for errors that are particular to them. Avoid rewriting pieces of work as this can dishearten a child who has put a lot of effort into the original piece.
Promoting good organisational skills
Homework should always be written on a board so that pupils can copy it down correctly (use a pen in the colour preferred by the dyslexic child). To help organisation, never leave setting homework until the end of the lesson so that the instructions are hurried. Dyslexic pupils often have poor organisation. Give them time to put away their books and worksheets so that the right materials are taken home. Depending on the school’s homework policy, try to only set homework where it will be of real benefit to the child. Set a limit on the time to be spent completing homework, for dyslexic pupils a task will generally take them longer than a child with good literacy skills.
I have a buddy system in my classroom which pairs more able children with less able children. The buddies’ numbers are written in the front of pupils’ homework diaries so that if they are not clear about any aspect of the homework, they can ring their buddy and check what they have to do, rather than worry all evening or complete the work incorrectly. Encouraging a daily routine can help develop the child’s independence, responsibility and self-reliance. Stick a laminated sheet in the homework diary where a daily checklist for the pupil can be recorded to refer to during the evening.
Providing the pupils with coloured, labelled folders and dividers can help them to organise their work for different subjects. The more creative dyslexic pupils like to personalise their folders with drawings that mean something to them. This gives them ownership and makes them generally more enthusiastic about using the folders.
One of the most positive ways to raise self esteem is through how you mark work. Try to give credit for effort as well as achievement so that a dyslexic child who tries hard gains self-assurance. When marking creative writing, give credit for the context. Positive comments in pencil or green ink are much less off-putting than work covered in red ink.
Having fun and enjoying learning
Brain Gym activities, a series of simple movements developed to enhance whole-brain learning, are enjoyed by all pupils. Brain Gym is said to make all types of learning easier by processing all parts of the brain, through movement. I often incorporate these activities, which are widely available online, into my starters, so that pupils feel warmed up and ready to learn. Since I’ve been incorporating more Brain Gym in my classroom, the performance of dyslexic pupils has improved.
Everyone can benefit
Teaching dyslexic pupils highlights the need for more varied learning within a classroom. Often the strategies used, including structured and systematic techniques, can be of value to all learners in the class. Use a range of multi-sensory approaches with auditory, visual and kinaesthetic elements that serve to reinforce each other. Try to see the whole child, and understand their strengths and weaknesses. Understanding a pupil’s particular difficulties can enable a teacher to adopt teaching methods and develop strategies to help the dyslexic child to be fully integrated into the classroom.
Resources
The British Dyslexia Association. 0845 251 9002.
Dyslexia Action. 01784 222300.
Updates about Sir Jim Rose’s review of approaches to teaching dyslexic children.
A Framework for Understanding Dyslexia (DfES 2004). (Free download)
Teaching dyslexic pupils highlights the need for more varied learning within a classroom. Often the strategies can benefit, and be of value to, all pupils
Dyslexic learner spreads his method of education
As a child, he was labelled a "dummy" at home and "mentally retarded" at school. By age 12, he was considered "uneducatable" by the American education system and he was functionally illiterate until he was 38.
Now, most people would not realise Ron Davis (66) has dyslexia and autism.
He is visiting New Zealand sharing his experiences of life with those conditions, and how his search for an effective treatment led him to create a globally recognised method for treating dyslexia.
Mr Davis spoke to more than 400 people at the University of Otago College of Education auditorium last night about his "experimentations and discoveries", and how he developed training procedures known as the Davis Dyslexia Correction Programme, which is changing special education and learning disability throughout the world.
His methods claim a 97% success rate in correcting dyslexia and related conditions such as dysgraphia, dyscalculia, attention difficulties and dyspraxia.
Mr Davis' research indicates dyslexia is a compound of simple factors which can be dealt with step by step.
He believes dyslexics have visual, multidimensional minds which are less predisposed to word-based thinking. This causes dyslexics to not easily recognise printed symbols, such as letters of the alphabet and written words, and to have difficulty with teaching approaches that emphasise phonics and phonemic awareness.
If control could be gained over perceptual disorientation by using simple mental processes, and language skills taught with methods adapted to picture thinkers, then someone who was dyslexic would be able to read and write without problems, he said.
"The programme was designed for me. The fact that it works for other people, especially children, is a bonus."
Despite being a successful engineer, businessman and sculptor, Mr Davis said one of his greatest achievements came at the age of 38 when he overcame the challenges of dyslexia and read his first book from cover to cover without struggling.
• Mr Davis will give another lecture at Queenstown Primary School tonight at 7pm.
http://www.odt.co.nz/
Somerset Dyslexia Association
LAST month members of the Somerset Dyslexia Association enjoyed a social evening discussing issues important to them.
Specialists from the Somerset Dyslexia Association committee were there to answer queries and partners and friends were welcomed. This followed a pleasurable outing to watch the roosting starlings at Shapwick.
The next meeting will be on Thursday, March 26, at 7.30pm at The Falcon Hotel, Henlade. The group will be welcoming Simon Anderson from the Support Dogs charity. Over the last four years, Simon and his dog Fudge have attended numerous venues, talking about the life- transforming work of the charity. Support Dogs aims to enhance the lives of people with epilepsy, physical disabilities and children with Autism, by training dogs to act as efficient and safe assistants. For more information about Support Dogs, visit www.support-dogs.org.uk. Or if you are interested in Simon coming to speak to your organisation, call the charity on: 0114 261 7800. It is not government funded and relies entirely on donations and fundraising. You can help by donating any old mobile phones.
For more information about the dyslexia group, call Jane (01458-251408). Membership and booking is not necessary. For any dyslexia queries, call 01823-672271 and 01823-351762 www.somersetdyslexia.co.uk.
TV star's boost for dyslexic youngsters in Bristol
Adventurer Charley Boorman roared into a south Bristol school to meet children involved in a literacy programme.
Charley, who is best known for his globetrotting biking travels with fellow actor Ewan McGregor in the television series Long Way Round and Long Way Down, as well as his own expedition from Ireland To Sydney By Any Means, is the new president of Dyslexia Action.
He visited Waycroft Primary in Stockwood, where pupils have been taking part in a scheme run by Dyslexia Action and known as Partnership for Literacy (P4L).
It takes a "whole school" approach to helping children and is proving very successful.
Mr Boorman said: "School was not something I excelled at and I think everyone gave up on me! I now know I am dyslexic but no one knew it at the time."
His role at Dyslexia Action will be to promote awareness and understanding of the condition, as well as raising funds. He said: "I feel very strongly that if the right help and support is available it can make a real difference."
Charley also visited St Barnabas School in Portishead and the Dyslexia Action centre in Whiteladies Road, Bristol.
Good News for Dyslexics
Dyslexia accounts for 90 percent of learning disabilities in America, and those who have it never outgrow it — they have to adapt. Sally Shaywitz (pictured), a national expert on dyslexia, who shared that statistic with a Citizens Television audience — then offered reason for optimism.
Shaywitz, author of the groundbreaking book in the field, “Understanding Dyslexia,” is a neurologist and co-director with her husband, fellow neurologist Bennett Shaywitz, of the Yale Center for Dyslexia and Creativity at the Yale School of Medicine. They were guests on Thursday’s edition of 21st Century Conversations, hosted by N’Zinga Shani.
Dyslexia is defined as unexpected difficulty reading well compared to a person’s cognitive ability level. In other words, it is not a reflection of intelligence, though children who have it are often ridiculed by classmates as “slow” or “dumb.”
“When parents get that diagnosis for their children,” Sally Shaywitz said, “they’re devastated. But what does it mean? We’ve learned a great deal about reading and teaching reading, and if they get accommodations like more time on tests, they are going on to college and success. They must work very hard, but it can be done.” The website mentions people from many fields who have succeeded despite their dyslexia - Albert Einstein, John Irving, Whoopie Goldberg, among others.
Bennett Shaywitz said that half the people diagnosed with dyslexia also have some form of attention deficit hyperactivity disorder (ADHD), and the reverse is also true. That can make for tough going in a classroom of 20 or more students, for the dyslexic child as well as his classmates.
charles%20cicarella.JPGAnother guest on the show was Charles Cicarella, supervisor of psychological services for New Haven Public Schools (pictured). He said schools offer a range of support services for these children, once they are identified, and their parents. “It’s whole school-based team,” he said. “It can wrap around the parent, and give referrals to, for example, the Yale Child Study Center; school systems also put on events so parents can understand what’s available.”
Bennett Shaywitz said that through the studies they conduct, many children are given MRIs (magnetic resonance imaging), so the researchers can actually observe the brain activity while the children are reading. “It allows us to take a hidden disability and make it visible,” he said.
For those who participate, added Sally, “We can offer a state of the art evaluation to families at no cost.”
She also mentioned an “exciting new treatment for dyslexia.” It’s a medication, atomoxetine (Strattera) “which preliminary studies suggest may be helpful in improving reading,” according to a brochure inviting children between the ages of 10 and 16 with dyslexia or ADHD to participate in one of two studies. Children who are good readers are also being recruited as a control group. Both groups will receive ability and reading achievement tests, a diagnostic interview and a physical with laboratory studies. Parents who are interested can contact Karen Marchione at 785-4641.
(Thanks for name correction, John John.)
By Melinda Tuhus
http://www.newhavenindependent.org/
Teachers, parents gain tools to help kids with dyslexia
THIBODAUX , Louisiana, USA — More than 200 people from throughout Louisiana filled the halls of Nicholls State University Saturday to improve their understanding of dyslexia and its effect on human’s intellectual development.
Called “Unmasking Their Potential,” many who attended said they welcomed the chance to learn of the learning disability without traveling far.
“It’s important that it’s close by. I’ve had to go to conferences in Baton Rouge,” said Celeste Molaison, a Thibodaux resident whose daughter has characteristics of dyslexia.
Instructional guides on reading big words, elementary sentence structure and college preparation were among the nearly two dozen courses centering on various aspects of the learning disability held throughout the day.
Most who came were teachers, tutors or parents of children with dyslexia who sought to improve the lives of youth, according to Karen Chiasson, director of the Louisiana Center for Dyslexia and Related Learning Disorders at Nicholls.
And it was so well attended, Chiasson said, that it will likely be the first of many local conferences.
“We figured it’s such a success that it’s our ‘first annual conference,’ ” she said.
Rob Langston, chairman and CEO of the For the Children Foundation and president of the Langston Company, was the keynote speaker.
Langston makes regular appearances on radio and TV, is an author and developed a five-step process aimed at helping people overcome a personal battle with dyslexia.
In two morning presentations, he spoke of his own experience with dyslexia and how he successfully overcame the disability.
Dyslexia affects 10 to 15 percent of the U.S. population, but only 5 percent of people with the reading disorder are recognized and given assistance, according to the Dyslexia Research Institute.
About 60 percent of those diagnosed with attention deficit disorder are also considered dyslexic, but often the behavioral aspects of ADD are addressed while dyslexia goes ignored, according to the agency.
Ellen Ryan, a teacher at Northlake Christian School in Covington, works with children with many learning disabilities, including dyslexia and ADD.
Ryan noted that these conferences can improve all methods of teaching because the techniques to aid all learning disabilities are a relatively similar and can be useful for children without disabilities.
“Anything that helps (learning-disabled) kids helps everybody,” she said.
Staff Writer Ben Lundin can be reached at 448-7635 or ben.lundin@dailycomet.com.
http://www.dailycomet.com/
Fish Oil Benefits
There are two main ways to include fish oil as part of a healthy diet. The first involves the consumption of oily fish, including sardines and cod, which contain oils throughout their body and about their gut, unlike other species of fish. Depending on the species, oily fish fillets may offer up to 30% oil. Besides omega-3 fatty acids, oily fish also provides a good source of vitamins A and D.
The second approach towards increasing the amount of fish oils in a diet is to purchase fish oil capsules or supplements. Many people are said to prefer the consumption of fish oil capsules because are easy to follow and do not require laborious measurements in making sure recommended daily values are satisfied. To explore some of the many benefits associated with fish oil supplements and consumption, a few examples can be found below:
Decreased Pain Levels and Inflammation
Omega-3 fatty acids may posses the power to lessen inflammation in the body, as well as ease the pain associated with arthritis and cystitis. Rheumatoid arthritis patients often report an improvement in joint pains and inflammation when taking fish oil supplements.
Treats Depression and Stress
Some individuals have been able to ease their symptoms of depression by implementing omega-3 fish oil supplements into their diet. Fish oils have also been linked to promise in treating bipolar and psychotic patients. Supplements may also help to promote the overall mood of patients, and may even reduce premenstrual stress.
Cardiovascular Improvements
The heart, arteries, and veins may benefit from fish oil because it has been known to help lower cholesterol levels and blood pressure, while at the same time improving "good" cholesterol levels.
Fights Strokes and Heart Attack
The threat of stroke and heart attack may be decreased with the introduction of fish oils into a diet because they may help to prevent blood clots and other damage to the heart. A decreased risk of sudden death and heart attacks has also been seen.
Enhances Brain Activity
Fish oil is known to boost intelligence and overall happiness in users, as well as improve the memory and ability to stay focused. In the elderly, the risk of dementia and memory loss sometimes decreases with the use of fish supplements. Additionally, mothers who consume or take a high amount of omega-3/fish oils during pregnancy often give birth to children with a higher IQ.
Combats Childhood Disorders
Children, who suffer from disorders, such as ADD and ADHD, have experienced a better quality of life when incorporating fish oil fatty acids into their diet. Additional conditions that respond to fish oils include dyslexia and compulsive disorders.
These statements have not been evaluated by the Food and Drug Administration. This product is not intended to diagnose, treat, cure or prevent any disease.
http://msokorea.com/
Andrew has talent for writing, poetry
Every good talent takes time, practice and dedication, a fact which 19-year-old Caroline Andrew knows very well. She has been developing her gift of poetry and spoken word most of her life. She says she has written her whole life because it was passed down from her grandfather who is also a writer.
She attended a private high school at The King's Academy, where she was recognized early on as a freshman upon winning a speech contest. Now in her fifth quarter at De Anza College, she continues to do hyperbole spoken word; which are strong emphasis poems on a certain topic meant to stir up a feeling or create a certain impression on others.
In addition, she writes traditional love poems. Her favorite is Allen Ginsberg, popular in the 70s and 80s,. She is inspired by random people she sees in her everyday life.
Andrew has a learning disability known as dyslexia which makes it harder for the brain to process written language, particularly reading or spelling. But, for this brilliantly artistic student writing has never been an issue. In fact Andrew said, "writing poetry is an easy way to express yourself."
Andrew defeats many stereotypes in society that claim those with a disability "can't do" something; however, she has clearly shown she has a "can do" attitude on life.
Although poetry is one of her fun pursuits, it isn't the only skill that she possesses. Writing poetry is something she says she does for fun because she loves it and has hopes to be published one day. She is also interested in black and white photography, writes music in the genre of alternative pop- punk and is an assistant kindergarten teacher at a day care in Sunnyvale.
De Anza instructors have helped tremendously in her pursuits to further develop her miraculous gift of writing.
"Teachers at De Anza have taught me it's important to be yourself and don't take crap from people," said Andrew. "De Anza is a place I can write freely because in high school and at home I have to censor myself."
Andrew's major is Theater Production. She wants to do technical lighting and production for stages. She is a technician and lighting director for her church in Los Gatos. She says she loves stage work because there is a certain energy involved in it; theater production is all about "doing something and making something glow."
Brittany Sims
http://www.lavozdeanza.com/home/
Disabilities need intervention
Strengthens attention and improves reading related motor functions.
Candidates have made average comprehension gains of a year and decoding gains of almost two years, in less than a month
THE young dyslexic child begins school, full of enthusiasm and curiosity. Very quickly that enthusiasm dwindles to confusion and inability to make sense of the words on the page. The bright teenager is struggling with English but excelling in other subjects.
Parents suspect that something is not quite right. School reports show the child is lagging behind the rest of the class. Extra learning support is provided but the child plateaus and nothing seems to work.
The causes of reading disabilities involve auditory, visual and motor functions. Recent brain scan research shows auditory, visual and motor functions must be activated and coordinated at the same time. This allows the neural bonds between letters and sound combinations to develop. This is vital to the reading process.
The Celifield tntervention is a neuroscientific reading programme scientists describe as powerful, remarkable and brilliant. The Celifield Intervention is the first software designed to target auditory, visual and motor pathways simultaneously. It expands working memory, with Cellfield Intervention. Improvement has also been noted in spoken language, handwriting, numeracy, ba ’ance, co-ordination and music skills.
Children and adults with dyslexia see words as designs, rather than a series of symbols representing sounds. Data confirms that Cellfield improves decoding skills significantly.
Irlen Syndrome is a piece of the puzzle of dyslexia and presents as visual distortions of print. People with Irlen Syndrome have a visual perceptual disorder that affects the way they see the print on the page. The client can often be helped with specially tinted Irlen lenses.
The Cellfield Intervention and Irlen screening are available at the Tauranga/Mt Maunganui Kip McGrath Education Center. The school holidays provide a wonderful opportunity to get your child up to speed for Term One, 2009.
The Kip McGrath Education Center is now accepting enrolments for the holiday workshops in numeracy, young writers programme as well as the standard Kip tuition.
For a free consultation and assessment call Judith 578 1518 or email kramac@clear.net.nz
Judith Kramer Director- Kip McGrath Center
Bay of Plenty Times,
Tauranga Bay,New Zealand
Special programme for preschool and Year One children
KUCHING: The Dyslexia Association of Sarawak is working with the state Education Department to run a three-month dyslexia intervention programme.
The programme, if given the green light, will affect pupils in preschool and Year One classes.
The programme aims to give a foundation on phonics and advance the literacy skills of reading, writing and spelling, both in English and Bahasa Malaysia.
Dyslexia is a learning difficulty which affects reading, spelling and writing.
A research conducted by Unimas in 2004 showed that almost seven per cent of primary school pupils are affected by dyslexia.
The association will hold its second annual general meeting this Saturday at Universiti Malaysia Sarawak (Unimas) Faculty of Medicine and Health Sciences (near Wisma Saberkas).
Its president Ong Puay Hoon said the meeting is expected to start from 9am and all members are invited to attend.
Ong said the association is a non-governmental organisation with the main objective of enhancin~ education and improvin~ the general welfare 0: children and adults affectec by dyslexia and othei learning disabilities.
It also helps to promot awareness am understanding amon~ parents, teachers and th public towards dyslexia.
At present, nine student~ aged between nine and U years are attending th~ programme and th~ outcome has been positive particularly on th~ development of self esteem, confidence am better understanding o dyslexia.
Borneo Post,
Sarawak,Malaysia
Panchkula plans centre for dyslexic kids
PANCHKULA: The district administration has decided to work on bridging the learning gap that exists between dyslexic children and others
It has decided to set up a Child Guidance Centre for dyslexic kids and a proposal for this prepared by District Council for Child Welfare has been sent to central social welfare department for approval.
The centre will cater to the needs of the Tricity. It will be the second such facility in the northern region. Another facility of this kind exists in Lucknow.
Panchkula deputy commissioner Rajinder Kataria said, "District officials felt that time had come to do something positive for these children. They studied the functioning of the Lucknow-based centre closely."
For now, district administration has reserved a budget of Rs 2 lakh for setting up this centre, but that may be increased if a need is felt for it, said sources. If the centre is a success, more such facilities will be started in other districts.
The Child Guidance Centre will be run from the District Child Welfare Council building in Sector 14. Highly trained teachers will instruct children at this centre. Counselling courses from one month to a year in length will be available at the facility.
Dyslexia is a neurological condition that makes it difficult for children to learn reading or writing. Experts say having this condition does not mean that a dyslexic is lacking in intelligence. Many talented individuals have been dyslexics, they say.
The facility will also offer counselling to parents of dyslexic children, say sources. Play therapy and reconstruction of school environment will also be used at the centre to handle dyslexia.
School phobia, slow learning, depression and attention deficit will also be looked at in this centre.
Kataria said, "Children are the future of our country and we should provide them with whatever facilities we can. Dyslexic kids need care and attention. So we thought we should do something for them."
http://timesofindia.indiatimes.com/
