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Archive for August, 2013

Part 6 of a 6 Part Series about Dyslexia

For my final part about dyslexia, I want to tell you my story. If you have any questions, you can comment here or send me an email at


This is my story:


I was diagnosed with dyslexia in April 2012. Until that time, school was really difficult for me. At the end of kindergarten, I was still having trouble with the letters of the alphabet and reading. My teacher said I needed extra help.


In first grade, my school placed me in extra reading help for 30 minutes a week. I had such a hard time and felt so stupid. My teachers yelled at me, laughed at me, and made my life torture. It took 4 hours for me to do my homework every day. I always tried my hardest, but just couldn’t get it right. I asked mom to write down what I told her and then I would copy what she wrote. It helped, but was still so hard. I worked so slow, and hated being the last to finish my work at school, so I would go as fast as I could and ended up getting everything wrong. No matter how many times I asked for the spelling of a word, I could never remember for the next time.


When I had to read out loud, I used the pictures on the page as much as I could to figure out the words, but was wrong so much, I hated to read. I didn’t have any friends and hated school. Every morning my stomach would hurt so bad, I just wanted to stay home. Sometimes mom would let me, but I knew I had to go back the next day.


In first and second grade, I was also sent to an outside learning center for a year and a half. I tried, I really did, but nothing helped me learn to read. Everyone said I was lazy. I’m not. The doctor said I was ADHD and I was put on medicine. I hated the way it made me feel, but I took it like I was supposed to.


School wasn’t the only thing that was hard. Everyday, I had trouble with my daily routine. I would forget to do things I was supposed to because the list was always so long. Keeping my room clean was impossible, and still is.


Talking to people was something I didn’t want to do because I didn’t want them to laugh at me and call me stupid.


In third grade, I went to a private school and by Christmas, my teacher told my parents to have me tested for dyslexia.


I am happy to have found out I am dyslexic. I always knew there was something wrong, and now I have a word for it. It showed my teachers I wasn’t lazy or stupid like they thought. I now go to a wonderful school for dyslexic children. I am doing really well. I am not scared of what people think because I am getting better at talking to them. The most important thing I have learned is that I’m not alone, nor am I stupid.


I know there is help out there for everyone with dyslexia, and for anyone who thinks they or someone they know has dyslexia, it is very important to get an evaluation as soon as possible. Dyslexia is not curable, but there is no reason to struggle when there is help available.


I have officially partnered with the North Carolina Branch of the International Dyslexia Association and I race to promote dyslexia awareness.


Thank you so much for following my page. Please like and share my page so we may grow. Growth is what we need to spread the word about dyslexia. Thanks again to all.



3 books that are full of information–

Dyslexia: A complete Guide for Parents and Those who help Them, by Gavin Reed

Overcoming Dyslexia, by Sally Saywitz, M.D.

The Dyslexia Advantage, by Brock L. Eide, M.A. and Fernette F. Eide, M.D.

Part 5 of a 6 Part Series about Dyslexia

Here is part 5 of my 6 part series of facts about dyslexia. If you have any questions, you can comment here or send me an email at


Helping a dyslexic learn:


1. The most important step in helping a dyslexic learn is to educate yourself. Attend conferences, read books and network with others who have been where you are now.


2. Talk to your child about being dyslexic and BE HONEST. Tell them what you have learned and keep it positive. Make sure they understand they are NOT stupid.


3. Keep your expectations high. Do not use dyslexia as an excuse. Be supportive and encouraging.


4. Find out what non-academic skill your child has and do everything you can to help develop this area of expertise.


5. Understand that there are going to be “off days” where your child is overwhelmed and frustrated. Help your child recognize these days and develop strategies to manage their frustration. Share reading, you write what they dictate, or put off some of the work load for a better day.


6. Be a strong advocate for your child. Get right in the middle of their education, educate their instructors on what works for your child. You can start with the following suggestions. Use what works, drop what doesn’t–


–Use a whole body, multi-sensory approach to learning. Touch, sight, movement, sound.


–Explicit, systematic phonics can actually help “rewire” the brain. Check out the Orton-Gillingham approach to learning.


–Have tests given orally to your child and be sure the tests are not timed. This adds pressure to your child.


–Give only a few instructions at a time. Too many become confusing. Have your child’s teacher write out assignments for your child.


–Work in small bursts of time with breaks in between to give their minds a rest.


–Share reading. You read one page, your child reads one page.


–Allow your child to sit where they are comfortable, even if that’s on the floor.


–If your child wants some noise while doing homework, allow them to play music. For some dyslexics, this is actually helpful.


–Understand that even if they appear to not be listening, they are.


–Constant, positive reinforcement is a must.


–Find reading material that peaks their interest.


–Provide a modern-day dyslexic role model for your child. Knowing they are not alone really helps.


–Request classroom note takers for your child. Even having the teacher provide an outline of the lesson helps.


–audio books accompanied by the written book your child can follow along with is helpful. If you can’t find one, record your child’s book yourself.


–Read to your child everyday!!


–One of the strongest resources is to encourage your child’s teacher to have the children work in pairs or small groups. If the whole class is involved, your child won’t feel singled out.

7. Keep a sense of humor. Learning is a challenge for any child, but more so for a dyslexic child. They need laughter. Laughter is the best medicine, right?

Part 4 of a 6 Part Series about Dyslexia

Today is part 4 of my 6 part series of facts about dyslexia. If you have any questions, you can comment here or send me an email at


Am I Dyslexic?


Below is a list of some characteristics of dyslexia. Everybody may have one of these, but dyslexics usually have several which persist over time and can affect their learning.


>difficulty in learning and remembering the names of letters.


>trouble following a series of directions.


>trouble with before/after, yesterday/today/tomorrow, right/left, etc.


>trouble thinking of the name of an object.


>trouble identifying rhyming words.


>trouble learning the sounds of letters.


>tend to flop the order of letters in words.


>have trouble spelling the same words over and over.


>have trouble comprehending what they read silently or orally.


>tend to have very sloppy handwriting.


>may do well on weekly spelling tests, but will have many spelling mistakes on daily work.


>have difficulty remembering lists, facts, dates, names, telephone numbers, etc.


>are distracted by visual or auditory stimuli.


>usually follow a downward trend on test scores and school performance.


>tend to be inconsistent in their schoolwork.


>their teachers will say they are lazy and need to try harder.


>tend to take hours doing their homework.


>may do well in math until they begin word problems.


>tend to have difficulty with math vocabulary and concepts.


>may be diagnosed ADHD.


>may have difficulty with fine motor skills.


>tend to be very disorganized and sloppy.


>have a poor sense of time.


>may forget their homework over and over.


>can become overwhelmed when too much is going on around them.


>can seem to tire very quickly when reading.


>will sometimes say a word while reading that has no relation to the printed word.


>often omit parts of words when reading.


>may react incorrectly to what is said to them.


Part 3 of a 6 Part Series about Dyslexia

Today is part 3 of my 6 part series of facts about dyslexia. If you have any questions, you can comment here or send me an email at


The Gift of Dyslexia:


— Dyslexics are likely to excel in areas not dependent on reading.


— Dyslexics typically have a large verbal vocabulary for their age.


— Dyslexics often enjoy and excel at solving puzzles.


— Dyslexics have excellent thinking skills, conceptualization, imagination, and reasoning skills.


— Dyslexics, most often, have a “real world” spatial ability, like a 3-D environment in their minds.


— Dyslexics have excellent comprehension of stories told or read to them.


–Dyslexics have a strong sense of the “big picture”.


— Dyslexics have the gift of mastery because of their special way of thinking.


— Dyslexics tend to be very curious, creative, and intuitive.


— Dyslexics have the ability to spot important connections between various kinds of information non-dyslexics may miss.


— Dyslexics have the ability to construct a connected series of “mental scenes”.


— Dyslexics have the ability to “read” the patterns in the real world that allows them to reconstruct past events they didn’t witness and predict likely future events.


— Dyslexics can be– Engineers, Mechanics, Interior Designers, Graphic Artists, Architects, Surgeons, Sculptors, Filmmakers, Pilots, Computer Software Designers, Scientists, Inventors, Clothing or Fashion Designers, Musicians, Actors, Nurses, Poets, Novelists, Journalists, Screenwriters, Teachers, Politicians, Video Game Designers, Attorneys, Entrepreneurs, Business Owners, CEOs, CFOs, Economists, or anything else they want to be.


Part 2 of a 6 Part Series about Dyslexia

Today is part 2 of my 6 part series of facts about dyslexia. If you have any questions, you can comment here or send me an email at


Did you know:


–That Dyslexia is by far the most common learning disability.


–That according to the National Institute of Health, 80% of children placed in special education class for learning disabilities has Dyslexia.


–That people with dyslexia DO NOT outgrow it.


–That a study done by Yale University showed just as many girls have dyslexia as boys.


–That about 10% of the population has dyslexia.


–That it is more likely for your child to have a reading problem than almost any other physical problem.


–That dyslexia affects one out of every five children–ten million in America alone.


–That less than 1/3 of dyslexic children are receiving school services.


–That 25-40% of American children are at risk of failing because they don’t read we’ll enough, fast enough, or easily enough.


–That The following notable people have been diagnosed with dyslexia, or who, it is believed, suffered from dyslexia.

Albert Einstein, Alexander Graham Bell, Thomas Edison, Winston Churchill, Benjamin Franklin, Wolfgang Amadeus Mozart, John Lennon, Tom Cruise, Danny Glover, Cher, Magic Johnson, Carl Lewis, Bruce Jenner, General George Patton, Charles Schwab, Henry Winkler, David Rockefeller, Jay Leno, Charles “Pete” Conrad Jr., and Alexander Faludy, the youngest Cambridge undergraduate for 200 years, just to name a few.

Part 1 of a 6 Part Series about Dyslexia

Today, I begin a 6 part series of facts about dyslexia. If you have any questions, you can comment here or send me an email at

What is Dyslexia?


–Dyslexia is a learning disability that includes difficulty in the use and processing of linguistic and symbolic codes, alphabetic letters representing speech sounds or numeric representing numbers or quantities.


–The word dyslexia is derived from the Greek word ‘dys’ (meaning poor or inadequate) plus ‘lexis’ (words or language).


–Dyslexia does not reflect an overall defect in language, but, rather, a localized weakness within the phonologic module of the brain. This module is the functional part of the brain where the sounds of language are put together to form words and where words are broken down into sounds.


–Dyslexia is a unique mindset that is often gifted and productive but learns differently than other minds.


–Dyslexia is not the result of neurological damage, but the product of neurological development.

–Dyslexia is a specific reading disability due to a defect in the brain’s processing of graphic symbols. Dyslexia is a learning disability that alters the way the brain processes written material.


–Two commonly held beliefs about dyslexia are that children with it are prone to seeing letters or words backward, and that the problem is linked to intelligence. Both beliefs are incorrect. The problem is a linguistic one, not a visual one, in dyslexia. And dyslexia in no way stems from any lack of intelligence. People with severe dyslexia can be brilliant.


–Dyslexia is a brain-based, genetic trait. We inherited dyslexia and it will likely travel to some of our children.


— About half of parents would rather their children—who are of average or above average intelligence—silently struggle with their learning disability in order to avoid the stigma of Dyslexia.


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