(From The Be Well Journal)
To get your child on the right track to better results, I suggest you do the following now:
No two Dyslexics are alike so you must address your Dyslexic child as the individual he/she is. Teaching Dyslexics individually when possible is a better solution than in groups.
A workshop on Dyslexia and other learning problems was offered at the Center For Natural Healing by Shelley Tzorfas on Saturday 4/24/99. The workshop provided practical ways to improve your child's ability to learn.
Many children who are academically weak do not get higher grades after receiving extra help. This may be because the special help teacher usually repeats what the classroom teacher did using the same teaching method.
Most of the time, a school may claim that your is not Dyslexic because the child doesn't reverse letters; but reversing letters is only one possible symptom of many. For example, Dyscalulia is a type of Dyslexia in math.
Many experts erroneously believe that Dyslexia means that your child sees or writes backwards. They think that if a child can read then he/she cannot be Dyslexic. In fact, many children sitting in regular, mainstream classes getting "C"s on their report cards actually have unrecognized Dyslexia.
Reversing letters is just one out of hundreds of typical characteristics of Dyslexia. So what does Dyslexia mean?
Dyslexia is a difficulty in the processing of information. This difficulty can be in your child's visual, auditory or kinesthetic sensory systems or any combination of the three.
Let's say your child has what I call Auditory Dyslexia. Even though he/she may have passed hearing exams, the child may hear words with a time delay, as if he/she hears only the echo from a nearby mountain. In this example, giving your child extra help by re-explaining the classroom material in the same verbal manner will not help your child. It may even make matters worse.
Another example is if your child has a visual information processing difficulty. Asking the child to answer questions that requires him/her to look at maps and rely exclusively on his/her ability to see and interpret the map may impede his/her ability to learn the material. His/her sense of self-esteem is also damaged with requiring him to rely exclusively on map information. The solution is to show and explain to him what he/she is looking at on the map.
There are many children who can talk to their friends for hours on the telephone but cannot write a simple sentence or a paragraph. There are many other real examples as well.
For more information, contact me at Stzorfas@gmail.com
Shelley Tzorfas has been tutoring successfully for over twenty years. She holds an M.F.A. degree from Rutgers University and has studied education at Hunter College and NYU. She was a longtime member of the International Dyslexia Association.
Shelley feels that her insights are partially due to the fact that she has “Dyslexia”. She published a book on helping children with Dyslexia, ADD, and other learning difficulties. Shelley has consulted with teachers and parents and is available for lectures and consultations.
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