| Is a learning disability the same thing as dyslexia? | | | | pocket, or maybe you can add sticky notes to |
| You can Google a list of famous people who are | | | | you mirror! Send yourself a text or a voice |
| dyslexic, but what exactly is dyslexia? Dyslexia is | | | | message! You should figure out a system that |
| one type of learning disability that involves reading | | | | works for you and then force yourself to use it |
| and writing. Often people use the term dyslexia | | | | regularly. |
| because it is a more socially acceptable term than | | | | With the advent of e-text, many companies now |
| learning disability, and that is just fine! With a few | | | | provide downloadable versions of fiction, |
| simple strategies you can dodge the effects of | | | | nonfiction, and academic books. Companies like |
| dyslexia. | | | | and ReadPlease and Kurzweil offer text reading |
| Exactly what is happening when someone has | | | | software. The new readers like Kindle or Sony |
| dyslexia? One of the problems with dyslexia | | | | Readers have text-to-speech and are completely |
| involves visual processing and reading. Someone | | | | accessible. Recordings for the Blind and Dyslexic |
| with dyslexia struggles with the act of reading. It | | | | also now provide free textbooks on CD. The |
| can be very labor intensive, with words and | | | | student signing up for the service must provide |
| letters disappearing, flipping, or trading places. | | | | a contact name as verification of need. Many |
| Sometimes the spacing of the words and letters | | | | textbook companies will provide an electronic |
| will be distorted, with words overlapping and | | | | version of the text with proof of textbook |
| moving. Obviously, someone who has these | | | | purchase. |
| problems will be a slower reader with a need to | | | | Sometimes someone with dyslexia has trouble |
| go back and reread text several times. These | | | | with writing text. These individuals can struggle |
| problems are not the result of poor vision, which | | | | with spelling, sentence structure, organization of |
| should be ruled out, but the result of the brain's | | | | ideas, and expression of those ideas. They can |
| inability to process the information accurately. | | | | also have difficulty with word finding and |
| Sometimes the problem with reading goes back | | | | sequencing skills. Many times the written text has |
| to a lack of phonetic understanding and | | | | missing words, flipped letters, simple words |
| relationships of sounds and syllables. These types | | | | misspelled, or missing word endings. Any and all of |
| of struggles can only be addressed by intensive | | | | these issues will affect the quality and quantity of |
| phonetic remediation and possible auditory | | | | written work. |
| processing intervention through a specialist. | | | | Writing technology can be a huge asset to |
| Another problem with dyslexia can be in | | | | someone with dyslexia. Clearly being allowed to |
| comprehension. Sometimes the individual will be | | | | type at a computer will aid in spelling and sentence |
| able to read most of the text smoothly, but the | | | | structure. Research shows that some of the |
| message getting to the brain is not clear. The | | | | dyslexic processing problems are circumvented |
| comprehension of the text is compromised, and | | | | with typing rather than writing by hand. In addition, |
| the individual does not understand the message. | | | | speech-to-text programs such as Dragon |
| This person must also read and reread the text in | | | | Naturally Speaking can aid in writing. Smart pens |
| order to understand the necessary information. | | | | can be used to take notes with easy recall. When |
| The first thing you should do is play to your | | | | all else fails, someone can read the written work |
| strengths! If reading and writing is tricky, then | | | | back to the student, but the |
| become a good listener. In your mind, review | | | | student should make his or her own corrections |
| what you are hearing. Make a quick note to | | | | in the writing. |
| yourself as a reminder, and figure out a system | | | | Dyslexia is a challenge, but finding a way around |
| for the notes. Maybe you can put them in a shirt | | | | the wall can make all the difference in the world! |