{"id":119,"date":"2014-03-26T12:04:05","date_gmt":"2014-03-26T19:04:05","guid":{"rendered":"http:\/\/specialneedsresourcefoundationofsandiego.com\/?p=119"},"modified":"2014-03-26T12:04:05","modified_gmt":"2014-03-26T19:04:05","slug":"understanding-dyslexia","status":"publish","type":"post","link":"https:\/\/specialneedsresourcefoundationofsandiego.com\/understanding-dyslexia\/","title":{"rendered":"Understanding Dyslexia"},"content":{"rendered":"

Some authorities believe that it is strictly a language-processing problem involving the distinguishing of sounds of letters. Others believe that it is a visual\/perceptual problem, since these children also reverse words laterally (b\/d) and vertically (m\/w) as well as scrambling letters (the=het) when they read and write.
\nDoes My Child Have Dyslexia?<\/b>
\nYou can suspect dyslexia in your child when the following auditory and visual processing symptoms occur, and your child is about two years behind in reading (a child does not need to display all the symptoms to be diagnosed as having dyslexia):
\nAuditory Processing<\/b>
\n1.    Difficulty learning the names of alphabet letters when in kindergarten
\n2.    Spelling has no phonetic pattern to it (Tuesday=Tunday)
\n3.    Sounds out all words, including sight words (many, could, these)
\n4.    Poor memory of words just read in a previous sentence
\n5.    Sounds out the letters in a word, but can\u2019t put it into a whole (b-a-t)
\n6.    Memorizes stories but can\u2019t remember same words in another story
\nVisual Processing<\/b>
\n1.    Visually reverses whole words (on=no, was=saw)
\n2.    Regularly reads big for dig
\n3.    Very slow, labored reading (often takes a deep breath)
\n4.    Reading a year and a half or more below grade level
\n5.    Says words when he reads
\n6.    Reads a word from the line above and adds to present line, often
\nWhat Is the Difference Between Dyslexia and Dysgraphia?<\/b>
\nSimply put, dyslexia involves much difficulty reading and spelling. Dysgraphia involves much difficulty writing.
\nMany children\/teenagers with dyslexia often have an accompanying dysgraphia. Kids with dyslexia almost always also have dysgraphia. However, many kids who do not have dyslexia, and in fact, may read way above grade level, have just the dysgraphia.
\nHow Can I Work With My Child at Home?<\/b>
\nBrain integration therapy exercises and once-a week \u201cre-trainings,\u201d which use physical movements to \u201cre-connect\u201d the two hemispheres, is the first step followed by the Right Brain Reading Program<\/i>, which is an Orton Gillingham-based phonics and spelling method. This tool can be purchased or can be easily made at home by the parent. I regularly can get a dyslexic 10-year-old who is a non-reader (can\u2019t even spell his last name) reading eight sight words (e.g., many, they, city, what) and spelling them from memory in just a half-hour, using his strong photographic memory. The child\u2019s eyes light up, because he suddenly feels so smart \u2026 and it didn\u2019t feel like work at all.
\nTo learn about the step-by-step teaching method that I used in my special education class, download my Free Daily Lesson Plan for a Struggling Reader from www.diannecraft.org<\/a>.
\nThis method works with first-graders to eighth-graders who have dyslexia. Go wild and invest in some colored markers and pictures, and have fun teaching your child how to use his\/her powerful right brain to make the learning process easier.<\/i>
\nDianne Craft, MA, CNHP
\nCopyright 2012, used with permission courtesy of The Old Schoolhouse Magazine<\/a> .<\/i><\/p>\n","protected":false},"excerpt":{"rendered":"

Some authorities believe that it is strictly a language-processing problem involving the distinguishing of sounds of letters. Others believe that it is a visual\/perceptual problem, since these children also reverse words laterally (b\/d) and vertically (m\/w) as well as scrambling letters (the=het) when they read and write. Does My Child Have Dyslexia? You can suspect […]<\/p>\n","protected":false},"author":2,"featured_media":120,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[4],"tags":[],"class_list":{"0":"post-119","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-general-info","8":"entry"},"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/posts\/119","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/comments?post=119"}],"version-history":[{"count":0,"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/posts\/119\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/media\/120"}],"wp:attachment":[{"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/media?parent=119"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/categories?post=119"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/specialneedsresourcefoundationofsandiego.com\/wp-json\/wp\/v2\/tags?post=119"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}