DYSLEXIA SYMPTOMS

From Jill M. Ham, Ed.S. Educational Consultant and Dyslexia Expert from Children’s Dyslexia Center of Georgia

Jill list many of the symptoms that might indicate you want to learn more about dyslexia (reading), dysgraphia (writing), and/or dyscalculia (math).

Reading
#1 Issue: CAN read fluently due to memorizing SIGHT WORDS, but cannot decode unfamiliar words, spell correctly, or write complete sentences with punctuation.
• Reading is slow and choppy, not fluent, but reader can re-tell story
• Reading is fast and fluent, but can not recall the information read
• Struggles with attaching the correct sound to the correct letter
• Will say the individual sounds r-a-t but can not tell you the word at the end of sounding it out
• Will say the letter name instead of the sound when trying to sound out a word
• Can not remember the same words on the next page when reading a book that repeats
• Cannot decode unfamiliar words that they have not memorized
• Skips words when reading
• Omits words when reading
• Inserts words that look visually similar, for example instead of reading HOSE it would be HORSE or HOUSE
• Avoids reading and will always check to see how many pages are in the book first
• Eye Sight is Fine, but Vision Therapy May Be Recommended

Writing
• Handwriting is tiny, small, large, and changes size
• Writing takes a very long time to due and very laborious
• Always struggled with writing letters in a fluid motion, many children draw their letters with circles and sticks
• Has a hard time copying notes from the classroom teacher or white board
• Phonetically Spells words (missing vowels or silent letters)
• Struggled or still struggles writing the alphabet without hesitations (hesitations occur when the writer pauses or has to stop and think which letter or how to form the letter)
• Will inverse letters when writing (writing letters from the bottom to top, instead of top down)
• Will reverse letters: d, b, p, q, z and many times write a j for g and a g for j
• Struggled or still struggles with remembering the difference between: b, d, p and sometimes m and w or n and u and we typically see the j and z reversed
• Will capitalize the B and D when writing so they do not reverse the lowercase b and d
• Will write uppercase letters mixed in with lower case letters
• Will write above and below the line without using the correct pencil grip

Working & Long Term Memory
• Executive Functioning Deficits
• Struggles with Working & Long Term Memory
• Hard time breaking task or multiple steps into parts
• Takes a long time to learn new concepts
• Learning vocabulary words and commutative information is extremely challenging
• Learns better with visual (concrete information) and hands on

Math
• Struggles with memorizing addition and subtraction facts
• Struggles with word problems in math
• Struggles with memorizing and recalling multiplication facts
• Struggles with multiple step math problems
• Very creative in arts, music, dance, drama, but has a hard time staying focused
• Does not understand the concept of time and struggles telling time
• Struggles with money and counting money
• Struggles with going backwards and forwards on the number line

Homework & Sensory
• May Exhibit Signs of ADD or ADHD
• Low Self-Esteem and Very Self Conscious
• Fidgets, rocks, moves or tries to avoid when given a reading, spelling or writing task
• Homework and studying takes HOURS and MELT DOWNS occur
• Parent is re-teaching information daily/nightly
• May teach new information and 30 minutes later the child does not remember the information presented

Struggling Students

Struggling Students: What a Parent Should Consider

 

Tuesday – April 28, 2015

 

6:30 pm – 8:30 pm

 

Denfeld High School

 

Duluth, MN

 

Why has this year been so hard for my child at school? This class will include an overview of some warning signs of dyslexia (difficulty reading) and dysgraphia (difficulty writing), current research, assessment, ideas on how to help, and some of the advantages of this type of thinking.  Class is offered through Duluth Community Education.  Registration fee is $15.00. To register contact Janis Kramer 218.336.8760 x2 or instructor Deb Dwyer @ [email protected] or 218-340-7393

“The 8 Skills Students Must have for the Future”

Michael Sledd writes “The 8 Skills Students Must have for the Future”  on Edudemic.com.  The original article is from Pearson’s 2014, “The Learning Curve”.  These are the strengths of many of the children I work with. As they work so hard on some foundational skills it’s important to remind them that their area of strengths are valued.  —

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2014 M1READ, Reading Credit 2014

 

 

If you’re working on taxes and you’ve paid a tutor to help your child learn to read, you might be eligible for the MN Reading Credit. This credit is currently available only for the 2014 tax year.   The following is directly from the Department of Revenue form:

mom work

 

Who is Eligible?

 

You may be able to receive a refundable credit for non-reimbursed expenses you paid to assist your qualifying child with meeting state-required academic standards.  To be eligible for this credit, you must meet the following criteria:

  • Your child has been evaluated for an Individualized Education Program(IEP) and does not qualify;
  • Your qualifying child does not meet standards for reading competency;
  • You paid a qualifying instructor to tutor your child in order to meet state academic standards in certain areas of study; and
  • The expenses you paid to the instructor meet the criteria identified below.

 

The following is a link to the form,

 

http://www.revenue.state.mn.us/Forms_and_Instructions/m1read_14.pdf

Should the ‘RTI’ model delay evaluation of struggling students for years?

The following the link will take you to a parent’s passionate plea for help for her daughter. She is pleading with her school board to revisit its policies. She praises the child’s teacher who is going above and beyond but unable to give her daughter what she needs.

https://docs.google.com/a/guilford.edu/file/d/0BwodmMudG_2kUDNCaVdjLV9JLVk/edit?pli=1

From Learning Ally…

Although this article is about children with Dyslexia, it has good information for parents of children with many different types of  learning challenges.

August 28, 2014

10 Things a Parent to a Child with Dyslexia Wishes You Understood

 Since discovering that my children have dyslexia, I have been absorbing all of the information about dyslexia that I can possibly find. In the process, I’ve learned so much.

I’d like to help others understand the 1 in 5 kids who have dyslexia as well.

So, without further ado, here are the top 10 things a parent to a child with dyslexia wishes you understood:

10. Grammar police, please stop.pic

Example:  “Your dog is LAYING next to you?? What’s he laying? An egg?”

Why this is an issue: Dyslexia is a learning difference in processing language. It is much harder for someone with dyslexia to read, write and spell. Your gift may be in grammar, but someone with dyslexia may be gifted in science or music or inventing new products. Think before you judge, and think before you type that judgment into someone’s comment section. Would you like us to follow you around pointing out your un-athletic abilities or your deficiency in art? Didn’t think so.

9.  Not all reading programs are equal.

Example: “I used XYZ early reading program/book/movie/device with my child, and he was reading full sentences by age 3. You should try that!”

Why this is an issue: Children with dyslexia learn in different ways. While these programs are just fine for non-dyslexics, a child with dyslexia needs a program built around multi-sensory explicit instruction in phonemic awareness. Orton-Gillingham, Wilson, and Barton are  some of the methods with proven track records to help children with dyslexia. If you are not in the dyslexia community, it may not be helpful to give advice. We know it’s well meaning, but our children learn differently, and different reading programs match up with different kids.

 

books8. Reading more isn’t the cure.

Example: “You should read to your kid at least 20 minutes a day. You know, I read to my kid since he was in the womb, and he caught right on!”

Why this is an issue: Okay, we are not discouraging reading to your child. We think it’s a great thing to do! Please, keep it up! Here’s the thing, though ….we DO actually read to our children as well! Every single day! We have read to them since birth. We have loads of books in our home. We have library cards, and we go weekly.

Reading to our children builds vocabulary, helps them learn about different cultures, and fosters imagination. It will not, however, magically teach them how to decode words. Please don’t assume that dyslexia is caused by a lack of early reading.

 

7. My child is NOT unmotivated/lazy/ignoring you/etc.homework

Example: “I kept him in from recess because he was lazy and not finishing his work.” or “He is not following directions, I told him to close his book, put up his backpack, and sit on the carpet. He just stayed by the backpack area.”

Why this is an issue: Dyslexia does not solely affect reading. While no two dyslexics are alike, many children with dyslexia struggle with processing speed. This includes processing both written and spoken language. Due to the slower processing speed, it will take them longer to do a worksheet. They may even yawn because so much effort is being put into decoding the words on the page. They are not being lazy. They are using so much brain-power that they are exhausted! Please, don’t hold them in from recess. They are spending their entire day working hard in a written world, and their brains need that break.

Also, multi-step directions may be a problem for many children with dyslexia. They are working hard to process the very first direction, and thus they may literally not hear the last step. They are not ignoring you. Repeat your directions, and most will say “oh!” and get busy doing whatever you said.

 

bright boy6. There are GIFTS that come with dyslexia.

Example: “Oh, that must be so hard to be dyslexic. What will he do in life?” This is usually followed by a very sad face.

Why this is an issue: Many people consider their dyslexia to be a gift! Yes, it makes processing language more difficult. However, other areas soar! A large number of people with dyslexia are inventors, scientists, athletes or actors. People with dyslexia tend to be very successful after graduation. As Dr. Sally Shaywitz from Yale often says, “dyslexia is an island of weakness surrounded by a sea of strengths!”

5. Accommodations are not cheating!

Example: “I can’t allow Johnny extra time on that test. It wouldn’t be fair to the rest of the class.”

Why this is an issue: Accommodations level the playing field for Johnny. They don’t give him an unfair advantage. Think of it like this, would providing a ramp up a set of stairs for a child in a wheelchair be “unfair?” What about a child who needs glasses? Is allowing him to use his glasses in class “unfair?” Just because you can’t see the difference in the brain does not mean it is not there.

4. Ear reading is real reading.pic

Example: “Oh, he’s listening to a book? That’s sweet. What has he actually read though?”

Why this is an issue: Ear reading is our word for audio books. This is important because reading, however you do it, helps to raise vocabulary, introduces you to different cultures, and gives you background knowledge you would not otherwise acquire.

For children with dyslexia, their IQ level is usually much higher than their actual reading level. As technology has advanced, we now have a way for our kids to read, independently, on their actual IQ level. My own son has seen such benefit from audio books via our Learning Ally membership! He listens daily. This allows him to not only build his vocabulary, but to also discuss books with his peers like Diary of a Wimpy Kid, Harry Potter, or Freckle Juice. It allows him a way to fit in, and to not feel so different.

Why would anyone want to discourage that?

We do still practice eye reading nightly as well. We work on it. It is equally important.

3. Help in school is not automatic.

Example: “Why are you upset? He gets all that help in school now.”

Why this is an issue: When you are the parent to a child with dyslexia, it’s an uphill battle. First, you need to secure a diagnosis. Most schools will evaluate a child for special education services, but not necessarily for dyslexia. A specific diagnosis is important because it helps parents and educators know which type of reading program to provide.  If your child does qualify for special education services in school (not all dyslexics meet the qualifications), there is no guarantee that the program provided will be one that is research based specifically for dyslexia. That’s because most schools do not test for dyslexia. And we go round and round.

So, what do parents do? If we can afford it, we hire private dyslexia tutors, who are specialized beyond most reading tutors. See point number 9.

pic2. Our kids can learn to read. They also do not see backwards.

Example: “Your child is dyslexic? That means he can’t read, right? It must be hard since he sees everything backwards.”

Why this is a problem: Our kids can, in fact, learn to read, and some will even read well!  They just need to have access to a research based reading program made specifically for dyslexia. Also, kids with dyslexia do not “see” backwards. They see just like everyone else. Sometimes you will see them reverse letters, but that is because many have struggles with left vs right and orthographic processing.  It has nothing to do with how they see.

1. My child is one of the smartest kids in the class. 

pic

Example: “Slow readers are clearly …well …slow.”

Why is this an issue: The reading circuit in the brain is totally separate from intelligence. If our school system was set up in a way where everyone learned via musicals, then the people who don’t sing well would be considered “slow.” Reading is just one area where some people excel, and some do not. It is not a sign of intelligence. Actually, the majority of people with dyslexia have average to above average IQ levels. All upper level thinking skills are there. Our kids can do grade level work (and sometimes above grade level work), but many will need to acquire the information in some format aside from written text. This is where audiobooks really benefit our children! They are just as smart as all of the other kids in class, and sometimes they are even the smartest child in class. Reading text is not the best way to measure intelligence.

5 Ways Dyslexia Can Affect Your Child’s Social Life

Remember that no two dyslexics are alike. This is a good reminder of how a children can be impacted, yet others may not be.

From NCLD.org

Written by Emily Lapkin

Dyslexia's Impact on Your Child's Social SkillsDyslexia makes reading and other language-based tasks difficult, but it can also affect your child’s social skills. Here are five common social challenges your child with dyslexia may face—and ways you can help.

5 Ways Dyslexia Can Affect Your Child’s Social Life Having dyslexia can sometimes contribute to social issues on top of learning difficulties.

Social Challenge #1: Your Child Doesn’t Get the Joke

The dyslexia link: Dyslexia can make it hard for your child to understand jokes or sarcasm.
How you can help: Tell jokes or stories at the dinner table to help your child practice responding.

Social Challenge #2: Your Child Has Trouble Finding the Right Words

The dyslexia link: Kids with dyslexia can’t always find the words they want to say—especially if they feel strongly about the topic or need to respond quickly.
How you can help: Give your child time to think. Slow down the overall pace of the conversation.

Social Challenge #3: Your Child Misses Social Cues

The dyslexia link: Kids with dyslexia might not pick up on body language, facial expressions and other social cues.
How you can help: Watch your child’s favorite shows the volume off. Ask your child to guess how a character is feeling based on his body language.

Social Challenge #4: Your Child Hesitates to Message Friends

The dyslexia link: Kids with dyslexia may shy away from texting because they have trouble understanding the abbreviations.
How you can help:Show your child how the abbreviations work. Some are based on spelling (“idk” for “I don’t know”) and others on how letters and numbers sound (“l8r” for “later”).

Social Challenge #5: Your Child Remembers Things Inaccurately

The dyslexia link: Dyslexia can make it hard to recall specific words or details. This can lead to confusion about what friends said.
How you can help: Play games that can help strengthen memory. Have your child name the different kinds of cars on the street and then say the names back to you a few minutes later.

Not fitting in can take a toll on your child’s self-esteem. But there are many ways you can help your child build confidence, improve working memory, develop strong social skills and avoid hurt feelings.

Upcoming Community Events

Parents Advocating for Student Success in EDucation (PASSED)
Monthly Lunch Gathering

Bixby’s Bagels (Mount Royal Shopping Center)
Wednesday, May 21st
11:45 ish to 1:00 ish

The movie “Journey into Dyslexia” will have two showings:

Monday, May 19th @ 6:30pm @ Cloquet Gospel Tabernacle
and
Thursday, May 22nd @ 6:30 @ Myers-Wilkins School (old Grant)

Questions call 340-7393 or email [email protected]