FOR PARENTS

SELF-ASSESSMENT: WHAT IS DYSLEXIA?

WHAT DYSLEXIA IS NOT

A visual problem

  • People with dyslexia do not see letters or words backwards. Mirror writing is equally common in dyslexic children as in non-dyslexic children.

A developmental lag

  • Dyslexia is lifelong and is not outgrown.

A result of laziness

  • People with dyslexia must work significantly harder to achieve the same results as their peers.

Found more often in boys

  • Studies prove that boys and girls have an equal prevalence.

Responsive to standard classroom teaching

  • Studies show that reading gains are minimal even in special education classes.

Uncommon

  • It occurs in 5-17% of the population.

WHAT DYSLEXIA IS

A hereditary disorder


It affects the language areas of the brain.


Chronic


It will persist though adulthood.


The result of a weak phonological system


Causing difficulty with reading and spelling. 

Listening and speaking can also be affected.

How do you recognize a child with learning struggles?

Learning difficulties do not go away with age or time. Children do not “outgrow” learning difficulties. Without proper treatment, children with learning difficulties can grow up to become adults with learning challenges or diagnosed learning disabilities. Only with correct identification and proper treatment can weaker learning or academic skills change from weaknesses into strengths. Our unique transdisciplinary team and treatment program can dramatically improve learning, language, sensory processing, attention, behavior, academic skills, and even self-esteem. Our individually-tailored treatment programs are highly successful regardless of whether our client is 4 years old or 78 years old. New scientific evidence supports that the human brain is able to develop new skills or improve weak abilities into strengths at any age.

RISK FACTORS FOR

AGES 1 - 4

SPEAKING

Trouble with articulation, mispronunciation of words, use of correct verb tenses, plurals, and pronouns

LISTENING

Trouble appreciating rhyming, sound, or word games

FINE MOTOR SKILLS

Has difficulty learning to cut with scissors, tying shoes, blowing nose

COORDINATION

Clumsy, messy eater

SENSORY PROCESSING

Overreaction to some senses (light touch, different textures, smell, sounds, lights)

WORD FINDING

Knows colors, but can’t name them when asked. Difficulty telling a story in order

RISK FACTORS FOR

AGES 4 - 8

Speaking & Phonological Awareness

Mispronunciations, slow word-finding, grammatical errors earlier have diminished. Cannot appreciate the individual sounds in words heard, spoken, or read

Reading & Spelling

Difficulty learning to sound out words for reading and spelling, relies on sight words, reading is slow and effortful

Sequencing

Errors when reading, like saying “was” in place of the word “saw”, telling an event in proper order or sequence

Auditory Memory & Focus

Has difficulty holding multi-step directions. Trouble concentrating or wears out before a task is done

Handwriting

Awkward pencil grip, presses hard on paper

Self-Esteem

Begins to experience failure and frustration

RISK FACTORS FOR

Ages 9 - Adult

Speaking & Auditory Memory

Mispronunciations, slow word-finding, grammatical errors earlier have diminished. Cannot appreciate the individual sounds in words heard, spoken, or read

Reading, Spelling & Writing

Slow, avoids it, relies on sight words, guesses. Poor carryover after spelling tests. Written sentences are very short, avoids writing if possible. Effortful, messy, awkward grip

Language Expression

Has difficulty getting ideas in words and sequencing appropriately

Focus

Trouble concentrating, wears out before a task is done

Achievement Tests

A discrepancy between performance in math versus reading

Self-Esteem

Increasing frustration and poor self-esteem