Back to school with Dyslexia

Dyslexia is a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with spelling, phonological processing (the manipulation of sounds), and/or rapid visual-verbal responding. In adults, dyslexia usually occurs after a brain injury or in the context of dementia. It can also be inherited in some families, and recent studies have identified a number of genes that may predispose an individual to developing dyslexia.
DYSGRAPHIA
"Dysgraphia" is a learning disability resulting from the difficulty in expressing thoughts in writing and graphing. It generally refers to extremely poor handwriting.

DYSCALCULIA

Dyscalculia or math disability is a specific learning disability or difficulty involving innate difficulty in learning or comprehending mathematics. It is akin to dyslexia and can include confusion about math symbols. Dyscalculia can also occur as the result of some types of brain injury.

DYSLALIA

Dyslalia means difficulties in talking due to structural defects in speech organs. It doesn't include speech impairment due to neurological or other factors.

Is there any treatment?
The main focus of treatment should be on the specific learning problems of affected individuals. The usual course is to modify teaching methods and the educational environment to meet the specific needs of the individual with dyslexia.
What is the prognosis?
For those with dyslexia, the prognosis is mixed. The disability affects such a wide range of people and produces such different symptoms and varying degrees of severity that predictions are hard to make. The prognosis is generally good, however, for individuals whose dyslexia is identified early, who have supportive family and friends and a strong self-image, and who are involved in a proper remediation program.

If a child has several of these indications, further investigation should be made. The child may be dyslexic, or there may be other reasons. This is not a checklist.

1. Persisting factors.
There are many persisting factors in dyslexia, which can appear from an early age. They will still be noticeable when the dyslexic child leaves school.
These include:
- Obvious 'good' and 'bad' days, for no apparent reason,
- Confusion between directional words, e.g. up/down, in/out,
- Difficulty with sequence, e.g. coloured bead sequence, later with days of the week or numbers,
- A family history of dyslexia/reading difficulties.

2. Pre-school.
- Has persistent jumbled phrases, e.g. 'cobbler's club' for 'toddler's club'
- Use of substitute words e.g. 'lampshade' for 'lamppost'.
- Inability to remember the label for known objects, e.g. 'table, chair'.
- Difficulty learning nursery rhymes and rhyming words, e.g. 'cat, mat, sat'.
- Later than expected speech development.

Pre-school non-language indicators.
- May have walked early but did not crawl - was a 'bottom shuffler' or 'tummy wriggler'.
- Persistent difficulties in getting dressed efficiently and putting shoes on the correct feet.
- Enjoys being read to but shows no interest in letters or words.
- Is often accused of not listening or paying attention.
- Excessive tripping, bumping into things and falling over.
- Difficulty with catching, kicking or throwing a ball; with hopping and/or skipping.
- Difficulty with clapping a simple rhythm.

3. Primary school age.
- Has particular difficulty with reading and spelling.
- Puts letters and figures the wrong way round.
- Has difficulty remembering tables, alphabet, formulae etc.
- Leaves letters out of words or puts them in the wrong order.
- Still occasionally confuses 'b' and 'd' and words such as 'no/on'.
- Still needs to use fingers or marks on paper to make simple calculations.
- Poor concentration.
- Has problems understanding what he/she has read.
- Takes longer than average to do written work.
- Problems processing language at speed.

Primary school age non-language indicators:
- Has difficulty with tying shoe laces, tie, dressing.
- Has difficulty telling left from right, order of days of the week, months of the year etc.
- Surprises you because in other ways he/she is bright and alert.
- Has a poor sense of direction and still confuses left and right.
- Lacks confidence and has a poor self image.

4. Aged 12 or over.
As for primary schools, plus:
- Still reads inaccurately.
- Still has difficulties in spelling.
- Needs to have instructions and telephone numbers repeated.
- Gets 'tied up' using long words, e.g. 'preliminary', 'philosophical'.
- Confuses places, times, dates.
- Has difficulty with planning and writing essays.
- Has difficulty processing complex language or long series of instructions at speed.

Aged 12 or over non-language indicators:
- Has poor confidence and self-esteem.
- Has areas of strength as well as weakness.

Overcoming Dyslexia:
A New and Complete Science-Based Program for Reading Problems at Any Level

Dyslexia:
A Practitioner's Handbook

1. Introduction
Homework can be a frustrating and upsetting experience for dyslexic children and their parents on a daily basis. Below are some tips to help make homework a more profitable experience.
First of all, remember: the purpose of homework is to practise something that your child is already familiar with. If homework is too difficult, you should discuss this with the child's teacher. Don't allow your child to become frustrated because homework tasks are beyond their skills or take too long. Setting smaller amounts of work and/or allowing extra time will often help.

2. Establishing a Routine
Develop a daily homework routine. A written or visual plan put in a prominent place is ideal. It should include a particular place set aside for homework and an agreed plan as to what happens after arrival home from school. It should also be flexible enough to take into account after-school activities.
The homework place needs to be as quiet as possible, with a cleared space for work and items required at hand eg pens, pencils, rubber, books, etc. The kitchen table is suitable if close supervision is required at busy times.
Work out the best time for your child to do their homework. Keep in mind that your child may be very tired after school - they have had to work harder than their peers because of their dyslexia. They may need a break before starting homework.
Daily reading is essential, as lots and lots of practice is required for students with dyslexia to develop and master literacy skills. Read aloud with your child when they are becoming frustrated. This helps them to understand and enjoy what they are reading and it still helps them to learn. Your child can also read along with books on tape or CD.

3. Getting started
Chunk homework tasks into manageable parts. Give breaks between tasks. Encourage your child to produce quality work rather than rushing tasks. The dyslexic student can become discouraged when faced with large amounts of work.
Go over homework requirements to ensure your child understands what to do. Read instructions aloud when you know it is hard for them to decode accurately. If necessary, practise the first example or two with them.
Help your child to generate ideas for writing tasks and projects before they start work. If necessary, revise vocabulary that they may need. Sometimes you may help to develop a writing plan.
Encourage them to present work using their personal strengths - for example, they could use pictures if they are good at art. When necessary and appropriate, scribe for your child so that they can get their ideas on paper more accurately.

4. Checking and monitoring work
Help your child to learn editing, self-monitoring and checking skills so they can go over their own work more independently as they get older. For example, a simple process like COPS can be helpful when proof reading work:
C = Capitals. O = overall appearance. P = punctuation. S = spelling.
Teach your child to use the computer for work as they get older. Show them how to use a spell checker and encourage them to learn touch typing skills on a suggested Typing Tutor program.
If they are slow to complete work, encourage them to use a timer and see how much work they can complete in five minutes. But remember that if homework is regularly taking too long or is too difficult, you should discuss this with the teacher.
Give your child lots of praise as they complete homework tasks. Be specific about what they have done well.

5. Organisation (secondary students)
Help them develop a comprehensive, written homework plan. Include revision of subjects as well as set homework tasks. Monitor time spent on homework and results.
Encourage your child to keep their school notes and work together in folders so they don't get lost or damaged. Organise notes into subjects, and ensure that they are filed regularly. Colour coding of subjects can greatly assist organisation and planning.
If students are not getting their homework down accurately, arrange for them to check with someone in the same class at the end of the day. Or ask teachers to give them written homework instructions for more complex tasks.
Liaise with teachers regularly to check that students are completing homework tasks and classwork correctly and are handing in work at school.
Check that your child is bringing correct books and equipment to school each day. Develop a visual or written plan if this is an area of difficulty.

6. Study skills (secondary students)
Make sure that your child has effective plans for approaching tasks like essay writing, coursework, study for examinations. Talk to the school's Special Education Needs Coordinator or subject teachers about these.
Build up independent work skills in your child and problem solving strategies when they are "stuck" or not sure of how to go about homework. For example, get your child to think about several different ways they could complete the task correctly. They can also think about who they can ask for help when they have tried other strategies.
Revise work with your child before examinations. Encourage them to make notes, underline key words, draw pictures, etc. when studying to aid their memory.

7. Using technology (secondary students)
Use of a computer to present homework often makes a positive difference to results in secondary school.
Access to subject textbooks, novels, etc. on tape or CD can greatly ease literacy requirements and ability to complete home and school work.

Teach Me to Do It Myself:
Montessori Activities for You and Your Child

Creative Resources for Infants & Toddlers
(Creative Resources for Infants and Toddlers)

Baby and Toddler Learning Fun:
50 Interactive and Developmental Activities to Enjoy with Your Child

Gymboree 365 Activities You and Your Toddler Will Love:
Fun Ideas for Your Toddler's Growing Mind!

Montessori:
A Modern Approach

Review
"Lillard's account is the best to date. She has a sensitive understanding about how and why Montessori methods can work so superbly."

Chicago Tribune

"Provides an intelligent guide to the famous philosophy and method, and answers many questions parents and teachers may have."

Choice -- Review
Product Description
Montessori: A Modern Approach has been called the single best book for anyone -- educator, childcare professional, and especially parent -- seeking answers to the questions: What is the Montessori method? Are its revolutionary ideas about early childhood education relevant to today's world? And most important, especially for today's dual-career couples. Is a Montessori education right for my child?

Paula Polk Lillard writes both as a trained educators and as a concerned parent -- she has many years as a public school teacher, but it was her enthusiasm for the education her own child experienced in a Montessori school that led her to become a leading voice in the Montessori movement in this country.

Her book offers the clearest and most concise statement of the Montessori method of child development and education available today.

1. Dyslexic children sometimes have problems with handwriting.
When learning to read, children first have to link the shape of the word on the page with the sound it makes. Then, when it comes to writing, they have to recreate that shape back onto paper. For children with dyslexia, decoding these patterns and making these links can often be very difficult. As a result, they frequently fail to develop the automatic flow of writing which will help them to express themselves clearly and easily in writing.

2. It is recommended that children learn the continuous cursive style.
Typically, when first learning to write, children 'print' their letters. They then move on to 'joined up' writing at a later stage. For children with dyslexia, learning two styles of handwriting can add an extra layer of difficulty and cause confusion. It is, therefore, much more helpful if a young child can learn to use a single system of handwriting right from the start.
The most widely recommended handwriting style is called continuous cursive. Its most important feature is that each letter is formed without taking the pencil off the paper - and consequently, each word is formed in one, flowing movement.
The key advantages to this system are:
- By making each letter in one movement, children's hands develop a 'physical memory' of it, making it easier to produce the correct shape;
- Because letters and words flow from left to right, children are less likely to reverse letters which are typically difficult (like b/d or p/q);
- There is a clearer distinction between capital letters and lower case;
- The continuous flow of writing ultimately improves speed and spelling.

3. Practising continuous cursive handwriting.
If you wish to practise handwriting with your child, it is advisable to use a recommended teaching resource. This will show you exactly how to form the letters and how best to practise them.
It is also worth paying attention to a few basics, such as:
Paper: It is a good idea to use lined paper. At the earliest stages, you can use double lines to show the correct size of ascenders and descenders. Lines should be well spaced to start with - eg 10mm apart - gradually reducing to single lines about 5mm apart.
Posture: Make sure that the chair and desk are at the correct height. Your child's back should be straight and feet resting on the floor. A right-handed child should have their book slanted to the left. For a left-handed child the book should be slanted to the right.
Implements: It is best to use a standard HB pencil, well sharpened. With the youngest ages, you might use a chunky triangular pencil to aid the grip. As children get older and more confident, they can move on to a fountain pen or a special handwriting pen. You should avoid using ballpoint pens for handwriting exercises.

4. Touch Typing
Some pupils with dyslexia and related conditions such as dyspraxia find that the difficulties associated with handwriting can inhibit their ability to structure and write a piece of work. The handwriting itself can take up too much concentration and effort.
Teaching touch typing skills and allowing pupils to use a computer for written work can allow more concentration to be focussed on the content of the piece.
At secondary level, this may give significant improvement in exam grades.

It is important to start children's cognitive stimulation from birth.
The development of language and vocabulary size are indicators of cognitive development. These materials are a great help.

Orchestral Musical Instruments Vocabulary Cards

Tools Vocabulary Cards

Transportation Vocabulary Cards

Pets Matching Cards

Teaching Montessori in the Home:
Pre-School Years:
The Pre-School Years

Product Description
Teaching Montessori in the Home demonstrates how you can develop your child s sensory awareness and practical life skills, as well as lay the foundation of preliminary reading, writing, and math. Author: Elizabeth G. HainstockPages: 128, PaperbackPublisher: Penguin Group USAISBN: 0-9615197-6-2

Haba Ball Track Roll 'n Roll 'n Roll

Giant Knob Shape Puzzle

Large Rainbow Tunnel

KID O Grouping Objects-Fruit Puzzle

Melissa & Doug See & Spell

Melissa & Doug Wooden Shape Sorting Clock

Montessori Baric Tablets with Box

Montessori Geometric Solids With Stands, Bases, and Box

KID O Arranging Narrow to Wide Puzzle

Montessori Lower and Capital Case Sandpaper Letters w/ Boxes

Montessori Small Movable Alphabets w/ Box

Montessori Hundred Board

Montessori Cut-Out Numeral and Counters

Math Skills Number Puzzle

Invertebrates 3-Part Card Starter Set
(5 Mini-Packs)

"Parts of" Photo Cards-Botany Set of 4
(Tree, Flower-Monocot, Flower-Dicot, Leaf)

"Parts of" the Invertebrates 3-Part Photo Card Set
(5 packets)

Montessori USA Puzzle Map w/ Control Maps

Montessori World Continent Knob Puzzle

Land & Water I
(10 Basic Forms) 3-Part Cards