The Warning Signs of Dyslexia

       

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Even before your child enters school, some markers may indicate the presence of a reading disorder. The sooner your child can receive specialized instruction in the area of reading, the more progress he will make with less intervention. Many things can be done in the home as well as school setting, such as word games and songs. Research has shown that if a child does not receive adequate help before he reaches 3rd grade, he will likely struggle until high school or even beyond. Take a look at these informal signs of dyslexia to help you determine whether your child should receive a reading evaluation.

Warning Signs of Dyslexia

Preschool

* Difficulty naming (word retrieval difficulties)
* Difficulty rhyming
* Difficulty with phonemes (take the "c" off of cat)
* Mixing up the sounds & syllables

Elementary School

* Dysfluency
* Slow, non-automatic handwriting (dysgraphia)
* Difficulty learning cursive
* Slow, choppy, inaccurate reading-guesses or skips
* Misreads easier words- but able to get difficult
* Trouble remembering sight words
* School resistance- different from school phobia
* overwhelmed by long reading passages
* Self-esteem deterioration: usually by 2nd-3rd grade
* Behaviors consistent with ego salvation ("learned helplessness", cheating, guessing, separating self from reading/schoolwork)

For many children, reading eventually "clicks in" and the child is able to master the reading code. For others, however, reading remains slow and labored, and eventually becomes something that he avoids at all costs. This has horrific repercussions as they transcend through the grades, as reading to learn takes over. The difference in the amount of reading that children with dyslexia engage in and those that don't is remarkable. The best way to avoid this educational tragedy is to have your child tested as early as possible to receive the intervention they need.

Dr. Karen Kelly is a psychologist in PA who specializes in the neuropsychological evaluation and treatment of reading, learning, and attention disorders. She has authored a book called "The Power of Visual Imagery" published by Corwin Press. She has offices in Bryn Mawr and Wayne, PA. For more information, go to http://www.drkarenkelly.com

Does My Child Have Dyslexia?

       

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Does it really matter what they call it? What matters most is WHAT ARE YOU GOING TO DO TO HELP YOUR CHILD SUCCEED?

WE get asked this question on a daily basis---parents concerned that their child is not succeeding in school, not reading, school remedial programs are not successful, even outside tutoring programs have not been successful. Parents are at their wits end. No one seems to understand. Their child tries SO hard to read but no amount of repetition of sounding out words seems to be working. If your child has difficulty reading, does it really matter WHAT you call it?

Reading can be easy for some "Any six-year old can do it!" or it can be excruciatingly hard for others--whether they be adults or siblings of those who can read. Children do not CHOOSE not to read. Ask any six year old who is struggling to read--more than anything they WANT to be good at reading! There is no doubt that in order to read one must be able to recognize and use symbols that when combined make words: alphabetic phonemic awareness. But what happens when a child does not recognize that the letters in a particular order actually MEAN something? Those words should create a PICTURE in their minds? What if they see a word on the top of the page, sound it out and then proceed to sound it out differently every time it appears on the very same page? Is this really a 'reading problem' or a visual memory problem?

Remember, one has to first recognize that symbols are similar in order to remember them-- Add to this that these are children (later adults), who are extremely creative, sensitive and learn best when using their VISUAL systems. It somehow doesn't seem fair that those who learn visually are taught in a logical, sequential and auditory mode that does not work for them, and that they often have not been taught how to use their visual memory for school work..

As parents and educators it is important to support and teach these children with a holistic approach, using the strengths they have. In my experience of working with hundreds of children and their parents, when everyone, including parents, use the right tools that involve attention, visual motor training, alphabetic sequencing and creative visualization as well as positive language and goal setting, ANYTHING is possible. More than anything, reading, school success and self-esteem start to rise--and the emotional outbursts that we as parents experience on a regular basis when our children feel defeated, are significantly reduced.

So call it what you like- but by all means make sure you consider learning systems that capitalize on your children's strength, address their issues and help you to help them.. Our future depends on tapping your children's potential.

We are 3D Learner We started as very frustrated parents and professionals; then migrated to doing more traditional tutoring; and now see the benefits of a holistic approach that addresses: 1- Teaching children the way they learn best 2- Addressing vision and attention issues 3- Helping children with both the right accommodations and test taking skills

Mira Halpert M.Ed. and Mark Halpert are parent-educators who have raised four children, two of whom had learning differences. They developed the 3D Learner Program ? and speak nationwide on Parents and Professionals Helping Students Beat Dyslexia. To learn more about their philosophy you can either visit their website at 3D Learner or call Mira and Mark Toll-Free at 1-866-411-2578