Davis Dyslexia Correction Program What is an effective intervention program? The Davis Program caters not only for students who have difficulties in reading, but also has programs to address issues with handwriting, mathematics and attention disorder. There is also an age-appropriate adaptation of this program for year olds called the Davis Young Learner Program. What does a Davis Program involve?
As children mature and become adults their "Dyslexia" doesn't go away; they hopefully learn to work with it and accommodate themselves.
Other children are not so lucky. Some are successful adapting to a left-brained world and others are plagued with their "learning differences" having no guidance to deal with them.
The first step is to know what these issues and traits of "Dyslexia" are and then strategize a plan to work with them.
A lot of these indicators or traits occur with other health and mental issues or personality types that are not Dyslexia. What we list here however are common to Dyslexics as an overall group of indicators.
The "big picture" is Dyslexics are dominant right brain learners and thinkers in a society that reflects and respects the thinking processes of the left brain. This list of indicators and traits are about the particular view of the world common to righties that can create issues for them.
This is not to say that being a left-brain thinker is better.
They handwriting and dyslexia their weaknesses and limitations with certain types of processing also. We are trying to help you determine if your child might be Dyslexic so that you can begin to understand them better and learning to show them how to use their right brain thinking style and gifts effectively, brilliantly and successfully in a left brain world.
There is no definitive test for Dyslexia. No child will have all these issues but you are looking for a clear pattern of traits occurring in the different sections listed below that indicate considering that the child is Dyslexic.
Some Dyslexic children are delayed handwriting and dyslexia and do not start speaking until as late as three or four years of age.
It is not unusual for them to suddenly start talking over a short period of time and will be speaking in full sentences soon after they start.
A child should get a hearing test to rule out hearing problems if they are only saying a few words and often incorrectly after three years of age or for other delayed development problems. Other Dyslexic children can start talking very early, at about one year of age, and even in full grammatically correct sentences.
The high intelligence that often comes with being right-brained dominant is usually noted at this early age through their use of language and pictures, but not necessarily letters and numbers.
Dyslexic children sometimes lisp or stutter.
Phonemic awareness problems can be one of the reasons for this or difficulty "finding their words". Dyslexics are predominantly "picture thinkers" so at times, especially when young, they will struggle to find the right words to say. They can mix up sounds in multi-syllabic words such as "pasghetti" for spaghetti, "aminal" for animal more so than the average child.
They can have difficulty learning the names of letters or the sounds of the alphabet, numbers, days of the week, colors, shapes or how to spell and write their name. This is the beginning of them having difficulties with understanding certain types of abstract concepts versus concrete.
They think primarily in images and not necessarily letters and numbers. Animals, people and objects are real but letters and numbers are abstract and mean nothing to them yet.
They have difficulty learning to say the alphabet in the correct order or counting to 10 correctly. The Dyslexic child does not understand sequences well. They see the "big picture" easily but not the individual parts.
They show confusion with directionality such as left from right, up or down, over or under, now or later. Dyslexic children think three dimensionally and degrees around themselves so directionality can be bewildering because they don't know always know where they are in reference to right or left, up or down, etc.
For example if you ask a Dyslexic "Can you point to my left hand? They will generally be imagining themselves coming around the back of you to find your left hand.
They do not realize it should be the hand opposite their right hand. This is why when they are told to do something in regards to direction they might ask a lot of questions to determine your left or their left, behind you or them, which "over there" because they see many "over there's".
They can have problems learning to tie their shoes or can't do it at all. This is a directional problem again and difficulties with delayed fine motor skills that Dyslexics can have.
Dyslexics can have difficulties learning to rhyme words dog and log, cat and bat or repeat a mother goose rhyme or other rhyme accurately or say them the same each time. These are again delayed language and speech problems that can occur in Dyslexics.
They don't usually have hand dominance until about seven to nine years of age and some can use their left or right hand alternately for different tasks such as eating, printing, throwing a ball or drawing with a crayon.
They have difficulty learning to print letters or numbers or keeping them on a line or copying a word that they have an example of.
Because they see the "big picture" they can see an exercise page as one image and won't know where the limits are or where to start. This requires training to help them see the lines where they are meant to print their letters and words.Researchers, therapists and parents are turning to cursive writing as a way to help students overcome dyslexia, a common learning disability.
Reading is an extremely challenging experience for children who live with dyslexia. This neurologically based disorder interferes with the child’s ability to acquire and process language. Human Movement Science published research demonstrating that deficits in the specific motor activity of handwriting are associated with developmental dyslexia.
The subjects were evaluated for linguistic and writing performance and included children with developmental dyslexia, with and without handwriting problems (dysgraphia) and children with typical development.
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Free primary Special Needs resources for children with dyslexia.