Category Archives: Dyslexia overview

Dyslexia Impacts Math

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According to an article entitled, The Impact of Dyslexia on Math” by Rosalind W. Rothman, Ed.D., Director, Language and Learning Associates & Claire Lavin, Ph.D., Professor, College of New Rochelle, “The mastery of the symbolic language of mathematics involves many verbal cognitive processes that can be affected by dyslexia. Ignoring the impact of dyslexia on the mastery of mathematics can hamper a child’s progress in school and in life.”

Children with dyslexia may need tutoring and accommodations in Math as well as Reading, Writing, and Spelling.

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Doctors flip view of dyslexia

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When most people think of the word “dyslexia,” they think of someone who writes letters backward, said Bainbridge Island mom Charlotte Rovelstad.

“Typically, as a parent, you realize your child is not progressing as expected in reading, writing or math, and that’s your entryway into dyslexia,” she said.

That was the case for her when her bright child came home from school discouraged and falling behind.

Rovelstad embarked on a mission to educate herself about dyslexia and in so doing came upon the work of Dr. Brock Eide, and Dr. Fernette Eide.

The Seattle-based doctors, authors of “The Dyslexic Advantage” and “The Mislabeled Child,” cite brain research that turns the common stereotype about dyslexia on its head.

Those who fall under the category of dyslexic are not slow or dumb, they say, but have unique brain structure and organization that processes information in a completely different way than the general population.

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Differential Diagnosis and Treatment for Dysgraphia, Dyslexia

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Today\’s Presentation. 1. Providing a Conceptual, Research-Based Model for Diagnosis and Treatment of 4 specific learning disabilities2. Diagnostic Flow Charts for each specific learning disability3. Treatment Implications4. Problem Solving Consultation with Teachers5. Building Trusting, Caring, Culturally Sensitive Home-School Connections.

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Senators discuss dyslexia

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Citing phone calls from frustrated parents, a Senate committee discussed a bill to help identify and effectively teach dyslexic students Thursday.

Sen. Steve Abrams, R-Arkansas City, the author of the bill, said the concerns were raised last year as well, but state education officials said dyslexia is a medical condition and therefore difficult for a teacher to diagnose.

So this year he rewrote the bill to focus on aiding students who have already been diagnosed by a medical professional.

“I think that’s probably the biggest frustration the parents have talked to me about,” Abrams said during a committee hearing Thursday. “For those that have gone and received a medical diagnosis of dyslexia, for them to be ignored by the school system, that is a frustrating situation. To say, ‘You don’t know, the doctor doesn’t know, we know better about how to train your child,’ — that is exceptionally frustrating for a lot of these parents.”

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Neuroscientific interventions for dyslexia: red flags

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I’m often asked for my views about interventions for dyslexia and related disorders. In recent years there has been a proliferation of interventions offered on the web, many of which claim to treat the brain basis of dyslexia. In theory, this seems a great idea; rather than slogging away at teaching children to read, fix the underlying brain problem. If your child is struggling at school, it can be very tempting to try something that claims to re-organise or stimulate the brain. The problem, though, is sorting the wheat from the chaff. There’s no regulation of educational

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Words count while making remarks about students

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With just two months left for the academic year to come to a close, schools are concerned about how to give feedback to students. Teachers say students today are more sensitive, have behavioural problems and in some instances are even rebellious.

The murder of a schoolteacher by her student in the classroom has turned the spotlight on the approach the teachers should adopt when it comes to advising the students on their performance. The class IX student was upset with the remarks the teacher made in his school diary – an old practice that many schools still follow to inform the parents about their ward’s performance.

The ‘no detention policy’ that schools have to mandatorily follow until class VIII as a provision under the Right to Education (RTE) Act is another concern that is worrying most schools. Previously, if a student failed in three subjects an instant examination was conducted, thus offering him/her one more chance. However, the option has been deleted under the RTE rules. “Some students are not fit to be promoted to the next class. But this provision in the Act only gives students an easy route to pass, some without even studying,” says a government schoolteacher. Although the objective of the rule is to not deprive any child of formal education up to the age of 14, experts say it is also the responsibility of the government and schools to ensure that such ‘slow learners’ or ‘poor performers’ are provided extra coaching.

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