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Dyslexia
If either you or your child is having difficulty learning to read, an assessment is the first step to deciding how to best remediate the situation. There are many different reasons why a child may have difficulty learning to read, and it is essential to try and pinpoint those reasons. This is often a difficult task, and to this end I use both formal and informal methods of data collection. Irrespective of cause, the important thing is to discover the best strategy for teaching that individual child. It follows, then, that instructional strategy is of utmost importance.
Dyslexia is a designation which means that a person has had, or is having difficulty learning to read. The psychiatric community does not use this designation, preferring instead to use the term Reading Disorder.
One can divide dyslexics into two categories:
1. Acquired Dyslexics
2. Developmental Dyslexics
Acquired Dyslexics are persons who were once able to read but have lost that ability, usually following a head trauma or stroke. Such an unfortunate incident can happen at any age. I am most willing to work with children or adults who are in this category .
Developmental Dyslexics are the largest category and are mostly, but not always, children.
Conditions likely to lead to success are:
- Very gradual increase in work difficulty,
- A built in motivational system.
- Precise and sophisticated feedback.
My remedial procedure Repeated Readings Plus is intended to exemplify these conditions.
There are many factors impacting the acquisition of the skill of reading. For example reading problems are not necessarily related to general intelligence; some otherwise very talented people have had difficulties. Another important factor is the impact of such difficulties on the self esteem and general anxiety of the individual. A very small problem can grow into a very big problem if mismanaged. There are, of course, many other reasons why a child may have difficulty learning to read.
A detailed assessment should precede planning and thus strengths and weaknesses are outlined. However in the final analysis instructional technique and confidence in the tutor are paramount.
If either you or your child is having difficulty learning to read, an assessment is the first step to deciding how to best remediate the situation. There are many different reasons why a child may have difficulty learning to read, and it is essential to try and pinpoint those reasons. This is often a difficult task, and to this end I use both formal and informal methods of data collection. Irrespective of cause, the important thing is to discover the best strategy for teaching that individual child. It follows, then, that instructional strategy is of utmost importance.
Dyslexia is a designation which means that a person has had, or is having difficulty learning to read. The psychiatric community does not use this designation, preferring instead to use the term Reading Disorder.
One can divide dyslexics into two categories:
1. Acquired Dyslexics
2. Developmental Dyslexics
Acquired Dyslexics are persons who were once able to read but have lost that ability, usually following a head trauma or stroke. Such an unfortunate incident can happen at any age. I am most willing to work with children or adults who are in this category .
Developmental Dyslexics are the largest category and are mostly, but not always, children.
Conditions likely to lead to success are:
- Very gradual increase in work difficulty,
- A built in motivational system.
- Precise and sophisticated feedback.
My remedial procedure Repeated Readings Plus is intended to exemplify these conditions.
There are many factors impacting the acquisition of the skill of reading. For example reading problems are not necessarily related to general intelligence; some otherwise very talented people have had difficulties. Another important factor is the impact of such difficulties on the self esteem and general anxiety of the individual. A very small problem can grow into a very big problem if mismanaged. There are, of course, many other reasons why a child may have difficulty learning to read.
A detailed assessment should precede planning and thus strengths and weaknesses are outlined. However in the final analysis instructional technique and confidence in the tutor are paramount.
