Dyslexia Help

I think my child may have dyslexia….what next?

What to look for. How to get help.

I think my child may have dyslexia….what next?

What to look for. How to get help.

If your child understands new concepts easily, is curious, has a great imagination, enjoys putting things together such as legos, puzzles and models, and yet does not reach age-appropriate developmental language milestones, he or she may have a language based learning difference like dyslexia.

Dyslexia is characterized by problems with expressive or receptive oral or written language. It is a brain-based processing difference that affects the way a person gets, uses, stores and sends out information. Dyslexics may have trouble with one or more of the following skills: reading, writing, listening, speaking, reasoning and math.

Dyslexics are often gifted in creative, right brain abilities and possess unusual talents in the arts. Dyslexia is not a disease, nor is it the result of low intelligence, low motivation, or emotional, psychological, or behavioral difficulties. If misunderstood, however, learning differences can limit a child’s ability to reach his or her full potential.

Dyslexia and its related language-based learning differences are prevalent, in fact, you probably know someone with a learning difference because they affect 15-20% of the population to some extent, and cut across every segment of society. Many still don’t understand what they are or how to diagnose them.

Characteristics often found in students with language-based learning differences: LANGUAGE-RELATED DIFFICULTIES n A history of difficulty learning common nursery rhymes, producing simple rhymes, mispronouncing words, difficulty learning and remembering letter names, distinguishing sounds in words, or understanding that words can be taken apart and broken down into discrete speech sounds I think my child may have dyslexia….what next?

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n Limited ability to sound out simple words, like dog and bat n Reading errors that show limited connection to the sounds of the letters or demonstrate the inappropriate use of a guess strategy: big is read as bread or in multisyllabic words, words which are visually similar are confused, for example medium is read as medical n Difficulty understanding what has been read n Limited vocabulary relative to obvious cognitive potential or use of non-specific language–talking around a point n Difficulty with word retrieval or naming, like miscalling a tornado a volcano n Written language difficulties n Problems with spelling

OTHER RELATED DIFFICULTIES n Inconsistent performance on daily work or tests n Difficulty following directions, or remembering multi-stepped directions n A poor concept of time n Difficulty distinguishing left from right n Difficulty adjusting to changes in routine or a tendency to become overwhelmed n Difficulty communicating in groups or understanding social cues

TESTING n Testing may be secured through your public school system--the school guidance counselor can help you navigate this process n Private educational psychologists also evaluate children for dyslexia

I think my child may have dyslexia….what next?

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n Find a professional who understands the needs of children and how to work with teachers n A great article for understanding testing may be found on the Yale Center for Dyslexia and Creativity

SCHOOL DECISIONS n Schools accredited by the Academy of Orton-­‐Gillingham Practitioners and Educators are experts in the field of dyslexia education n Sometimes, children may have to reach a point of failure to receive services in a public school, it depends on the local school system. n A school should support your child's strengths in at least equal measure as his or her challenges. n An independent school may have more resources to provide an individualized educational experience n Your child may qualify for a state funded disability grant if he or she moves from a public school to an independent school

For children, early detection and intervention is crucial. In fact, research shows that 90% of those who struggle with reading skills in Third Grade continue to read significantly below grade level as they enter high school. The earlier a child with a learning difference is provided quality, research-based remediation, the better the long-term prognosis for reading proficiency.

I think my child may have dyslexia….what next?

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Additional Resources The Academy of Orton-Gillingham Practitioners and Educators: http://www.ortonacademy.org/

International Dyslexia Assocation: https://dyslexiaida.org/ Yale Center for Dyslexia and Creativity: http://dyslexia.yale.edu/

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For more information Summit School 2100 Reynolda Road Winston Salem, NC 27106 www.summitschool.com 336-722-2777

I think my child may have dyslexia….what next?

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