Dyslexia Resources for Professionals

National Reading Style Institute

The Carbo Reading online store provides powerful tools for assessing and improving reading comprehension and skill for at risk children. Our products include colored overlays, audio books, phonics games, vocabulary words, and resources that simplify the process of teaching reading, and make learning easy and fun.


http://www.carboreading.com/

Colored Overlays Study

J Clin Exp Neuropsychol. 1998 Dec;20(6):791-806.
Related Articles,
Links

Colored overlays for visual perceptual deficits in children with reading disability and attention deficit/hyperactivity disorder: are they differentially effective?

Iovino I, Fletcher JM, Breitmeyer BG, Foorman BR.Department of Clinical Services, Neurobehavioral Resources, Conroe, TX, USA.The Transient Channel Deficit (TCD) model of reading disability was evaluated by examining the effects of color overlays on the reading ability of four groups of children (n = 15 each) with reading disability and comorbid conditions involving math and ADHD. These 60 children were evaluated for reading accuracy and rate on measures of word decoding and reading comprehension under three color transparency conditions (blue, red, no overlay). Results indicated that color overlays did not differentially affect the reading performance of individuals with and without reading disabilities. However, blue transparencies significantly improved reading comprehension in all groups, and reduced reading rate. These findings indicate that the TCD model may need to be reexamined. An alternative hypothesis for the observed effects, involving facilitation of attention processes, was posted.

http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=10484691&dopt=Abstract

Geography Of Dyslexia Is Explored

By ERIC NAGOURNEY

In the century or so since it was first identified, researchers have struggled to define just what the reading disorder dyslexia is, let alone what causes it.
There have been theories that it is a hearing disorder, a visual one or, as most researchers now agree, both. In the early years after its discovery, doctors, at a loss to explain how bright young patients could not master the basics of reading, referred to it as ''word blindness.'' More recently, equipped with sophisticated imaging devices, researchers have found evidence that the ailment may be linked to a defect in the brain, possibly genetic.
Now, a new study suggests that dyslexia -- or, at least, the seriousness of any given case -- may also be an accident not just of neurology but of geography. Simply put: where a dyslexic is raised, and the language that is spoken there, may play a role in the severity of the disability. English, with its notoriously fickle spelling, may be the most daunting.

The findings were reported in a recent issue of the journal Science, and were based on work done by researchers in England, France and Italy.
Using positron emission tomography scans, the researchers, led by Dr. Eraldo Paulesu of the University of Milan Bicocca, studied the brain function of a total of 72 people with dyslexia from the three countries as they were read words. Regardless of nationality, the researchers found, all those studied showed the same abnormalities in how their brains processed information.
Yet the incidence of reported dyslexia varies widely by country, with Italy, for example, having only half the incidence found in the United States, where an estimated 5 to 15 percent of the population may have it to some degree.

The problem, the researchers say, may be that while English consists of just 44 different sounds, they can be written in more than 1,100 ways. Since dyslexics seem to have trouble differentiating individual sounds, known as phonemes, the complexity of English orthography adds an extra burden.

''English is one of the toughest languages,'' said Dr. Gordon F. Sherman, director of the Newgrange Educational Outreach Center of Princeton, N.J., which specializes in learning disabilities. ''It is one of the worst, if not the worst, languages to deal with.''
J. Thomas Viall, executive director of the International Dyslexia Association, said: ''Italian, it turns out, seems to be what we call a transparent language. So that virtually every time you see the 'ch' combination, it's going to make the same sound. Whereas in English, as you well know, if you take the 'gh' combination, is that an 'eff'? Is it a 'guh'?''

French also proves more challenging for dyslexics than does Italian, the researchers said.
Dr. Uta Frith, a co-author of the study and a psychologist at the Institute of Cognitive Neuroscience at University College London, said the goal of the study was less to look language-related issues than to establish a common neurophysiological basis for dyslexia.
To do this, the researchers moved away from measuring how accurately dyslexics read and write words, a traditional measure, and instead looked at the speed with which dyslexics' brains process individual words.

In all cases, Dr. Frith said, those studied processed words more slowly than did the nondyslexics studied. ''We're talking about milliseconds,'' she said, ''but it's significantly slower. And, of course, it adds up.''
Some dyslexia experts said the study reinforced the value of a phonics teaching approach with dyslexics.
Some have greeted the report with skepticism, suggesting that the number of people studied was not sufficient to draw any broad conclusions. Others say they do not believe language plays a significant role in the disorder.

Dr. Betty Levinson, a Maryland psychologist who has worked with dyslexics for more than 30 years, said she treated many patients from non-English-speaking countries. ''They were as dyslexic in their native languages as they were in English,'' she said.

Dr. Levinson said the differences in dyslexia incidence might instead be explained by different teaching methods. Many dyslexia experts are critical of changes in American education that, in some places, replaced phonics with ''whole-language'' instruction.

Dr. Frith agrees that dyslexics taught phonics will probably read and write more accurately. But she suggested that any differences between how English and Italian were taught spoke less to differing educational philosophies than, again, to the nature of the languages.

''The use of phonics in Italy is not coincidence,'' she said. ''Phonics is the only rational method with a transparent orthography.''

http://query.nytimes.com/gst/fullpage.html?sec=health&res=9B01E3DC1E3EF933A25757C0A9679C8B63&n=Top%2fNews%2fHealth%2fDiseases%2c%20Conditions%2c%20and%20Health%20Topics%2fDyslexia

The Irlen Method for Dyslexia Correction

IRLEN SYNDROME/SCOTOPIC SENSITIVITY

A PIECE OF THE PUZZLE FORREADING PROBLEMS, LEARNING DIFFICULTIES, AD/HD, DYSLEXIA, HEADACHES AND OTHER PHYSICAL SYMPTOMS THROUGH THE USE OF COLOUR


WHAT IS IRLEN SYNDROME?

The Irlen Method has helped children and adults worldwide become successful rather than continue to experience enormous difficulties. This method has received international acclaim and Helen Irlen’s work has been included in professional journals, textbooks, National Geographic, TV shows such as 60 Minutes and Good Morning America, ABC World News With Peter Jennings, NBC News and has been the subject of many news broadcasts by the BBC and news shows in Ireland, Hong Kong, Netherlands, New Zealand, and Australia including their 60 Minutes.

The Irlen Method provides a unique service for children and adults with reading, attention, and learning difficulties. But even good readers and gifted students can be helped. At least two million Americans are identified as learning disabled. Many more are labeled as "not trying hard enough" at school for a variety of reasons, including lack of motivation, attention deficit disorder, reading problems, or discipline problems.

The Irlen Method expands upon current standardized testing by exploring a wide range of reasons for poor school and work performance. The standard tests frequently fail to identify all the reasons for problems because they look at only part of the puzzle.
Irlen Syndrome, also known as, Scotopic Sensitivity Syndrome (SSS) is a type of visual perceptual problem. It is not an optical problem. It is a problem with how the nervous system encodes and decodes visual information. Academic and work performance, behavior, attention, ability to sit still and concentration can be affected. Individuals with this problem see the printed page differently, although they may not realize that they do. Having Irlen Syndrome keeps many people from reading effectively, efficiently, or even at all. Until now, it has baffled educators and medical scientists because it is undetected by standard visual, educational and medical tests.

Individuals with Irlen Syndrome see the printed page differently from those with normal vision and must constantly adapt to distortions appearing on the printed page. They may be slow or inefficient readers, exhibit poor comprehension, suffer from strain, fatigue or headaches. It can affect their attention-span, energy-level, motivation, handwriting, depth-perception and, ultimately, self-esteem. Irlen syndrome sufferers may be labeled as underachievers with behavioural, attitudinal, or motivational problems. It is a complex and variable condition sometimes found to co-exist with other learning-disabilities.

THE IRLEN METHOD OF TREATMENT.

Irlen Syndrome was first identified by Educational Psychologist, Helen Irlen, while she was working with adult-learners in California in the early 1980s. She observed that some of her students read with greater ease when they covered a page of print with a Coloured overlay. The patented treatment-method uses specially formulated, coloured overlays or coloured lenses worn as glasses or contact lenses to reduce or eliminate perception-difficulties.
APPROACH.
In a comfortable and informal setting, professionals work to identify key factors which are affecting learning progress. Family members participate in the evaluation process and a multidisciplinary assessment helps to find all the pieces of the puzzle. The program is designed to serve the needs of individuals with learning difficulties, attention deficit, autism, and other problems which interfere with adequate functioning in the classroom, workplace, and socially.

WHAT ARE THE SYMPTOMS?

A variety of problems can result from seeing a distorted page of words, numbers or musical notes or perceiving your environment in a distorted fashion. It can affect reading, writing, spelling, math, copying, reading music, working on a computer, night driving, driving, sports performance, comfort under fluorescent lights, and other areas of a person’s life.

LIGHT SENSITIVITY

Bothered by glare, sunlight, headlights or streetlights. Discomfort or difficulty concentrating or working under bright lights or fluorescent lights. Some individuals become tired, others experience headaches, mood change, fidgety or an inability to stay focused with bright or fluorescent lights.

PROBLEMS WITH WHITE HIGH GLOSS MATERIAL

Some individuals find that they cannot read as long or with as good comprehension when material is on white paper. The white may be glarey or compete with the black print, making the letters less readable. The same problems can occur with numbers on math pages and musical pages.

INEFFICIENT READING

Difficulty reading print, numbers or musical notes. Problems may include print that shifts, shakes, blurs, moves, runs together, disappears or becomes difficult to perceive.

SLOW READING RATE

Inability to read groups of letters, number or words at the same time. This results in problems tracking, slow reading rate, word-byword reading, or an inability to skim and speed-read. Individuals often use their finger or a marker when reading.

ATTENTION DEFICIT

Problems in concentration while reading ,writing,or working on the computer. May have difficulty staying on task, take frequent breaks, become restless, fidgety or tired.

STRAIN OR FATIGUE

Feeling strain, tension, tired, sleepy, or even getting headaches with reading and other perceptual activities. Strain can interfere with the ease of reading, studying, or even listening.

POOR DEPTH-PERCEPTION

Problem judging distance and spatial relationships accurately. May be unsure or have difficulty with such things as escalators, stairs, ball sports, or driving..

WHAT TO LOOK FOR:

SIGNS IN READING
Poor comprehension
Misreads words
Reads in dim light
Skips words or lines
Reads slowly or hesitantly
Takes breaks
Loses place
Avoids reading

COMPLAINTS WHILE READING
Strain and fatigue
Tired or sleepy
Headaches or nausea
Fidgety or restless

WRITING CHARACTERISTICS
Trouble copying
Unequal spacing
Writing up or downhill
Inconsistent spelling

OTHER CHARACTERISTICS
Strain or fatigue from computer use
Difficulty reading music
Sloppy, careless math errors
Misaligned numbers in columns
Ineffective use of study time
Lack of motivation
Grades do not reflect the amount of effort

DEPTH PERCEPTION
Clumsiness
Difficulty catching balls
Difficulty judging distances
Additional caution necessary while driving

WHERE TO GO FOR HELP:
Professional educators and psychologists who have been trained in this patented method are located worldwide. To find a certified Irlen specialist, click here.

Colored lenses provided by optometrists and vision specialists to treat dyslexia and reading problems are NOT the same as the Irlen Method. Others do not have the right colors, or diagnostic process for color selection. Inaccurate colour selection can result in headaches, eye strain, and fragmented brain processing resulting in more distortions and reading problems.


article link: http://www.irleninstitute.com/index_sss.html

Tinted glasses and dyslexia

Scotopic Sensitivity Syndrome and Tinted Lenses

Few medically related conditions have launched more speculation as to cause or have spawned more diversity in recommendations for treatment than the learning-reading deficit, dyslexia. Prominent in an eclectic group of proposed treatments is the use of tinted lenses. These lenses are offered to treat a condition called scotopic sensitivity syndrome (Irlen, 1983). This syndrome is said to be a visual defect which, according to its describer, is, "related to difficulties with light source, glare, luminance, wave length, and black/white contrast" (Irlen, 1983). These difficulties are said by Irlen to lead to reading problems that can be alleviated by the use of colored lenses that are, "not just the random selection of color but individualized color selection based on standardized diagnostic procedures" (Irlen, 1983).

"Irlen reported six areas of difficulty characteristic of this syndrome: 1) photophobia; 2) eye strain; 3) poor
visual resolution; 4) a reduced span of focus; 5) impaired depth perception; and, 6) poor sustained
focus. She noted that this syndrome was seen in some individuals with
dyslexia."

The diagnostic procedures for assessing scotopic sensitivity syndrome begins with a detailed history, including a series of direct questions to the client asking if he or she experiences any of the following: eye fatigue, blinking, blurred vision, difficulty with concentration, skipping words, words "running off the page," etc. After these questions, the individual is asked a series of questions regarding general health problems. The individual is then asked to respond to certain visual tasks. These include interpretation of figure-ground relationships in several geometric figures, reading selected printed material for content, judgment about relative positioning of figures such as musical notes, and interpretation of a series of stylized figures.

Results of these tests are used to determine if an individual has scotopic sensitivity syndrome.Two of the staff from my department underwent training to become certified Irlen screeners. They were told that in order to maintain the program, 50 percent of those screened should be diagnosed as having scotopic sensitivity syndrome. This incidence, 5O percent, was also found in two screenings reported in a recent Irlen Institute International newsletter (Irlen, 2001).If the individual is screened to have scotopic sensitivity syndrome, he or she is asked to read text through a series of tinted overlays used singly or in combination.

There are seven tints ranging from yellow through blue to green (Helveston, 1990). After using these overlays, the client is asked to select the tint that affords the most comfortable vision. The results of this screening examination are then interpreted at an Irlen Center that is separate from the site where the screening is done. It is at this Center that the final tint is selected. This selection may not be the same tint selected by the client because the final tint can be determined only after analysis of the entire evaluation.

Ultimately, the tinted glasses are fabricated at the Irlen Institute in Long Beach, California and sent to the client. After receiving the tinted glasses, clients are urged to wear them as much as possible. Clients are urged to undergo reevaluation after wearing tinted glasses for a specific period on the basis that the tint they require may change.In addition to helping individuals read better, tinted lenses have been credited by Irlen with helping individuals suffering from, alight sensitivity, discomfort, and distortions [associated with] a wide variety of different problemsn (Irlen, 2001). Some of these widely diverse problems said to be treated successfully with tinted lenses include, head injuries, concussions, whiplash, perceptual problems, neurologic impairment, memory loss, language deficits, headaches (including migraine), autoimmune disease, fibromyalgia, macular degeneration, cataracts, retinitis pigmentosa, complications from LASIK and radial keratotomy, depression, chronic anxiety, and others (Irlen, 2001).

A further claim is that a number of incarcerated individuals and delinquent children suffer from scotopic sensitivity syndrome and would benefit from treatment with tinted lenses. (A similar idea was considered and then discounted in the late nineteenth century when some ophthalmologists attempted to establish a cause and effect relationship between eye muscle imbalance and criminality.)The perspective afforded by observing the evolution of the concept of scotopic sensitivity syndrome and the treatment with tinted lenses leads to the conclusion that this effort has resulted in classic group behavior. The concept has a strong charismatic personality as originator and sustained leader. The supporting evidence is almost entirely anecdotal. The syndrome is becoming associated with an even more diverse array of maladies, tinted lenses now being offered for relief of problems far removed from reading difficulty. The procedure for determining the specific tint has not been divulged and remains a type of "trade secret."

Finally, a financially rewarding franchise activity is at the basis of the Irlen Institute activity.Traditional diagnostic and treatment methods have not yet offered sufficient answers for the alleviation of reading problems/dyslexia. This inability to find an answer to reading difficulties does not justify a scientifically unproven activity as represented by the use of tinted lenses to treat an unproven syndrome, the scotopic sensitivity syndrome (Helveston, 1990).ReferencesHelveston E.M., (1990). Scotopic sensitivity syndrome. Arch Ophthalmology, 108.Irlen H., (1983). "Successful treatment of learning disabilities." Presentation at the 91st Annual Convention of the American Psychological Association, Anaheim, CA.Irlen H., (2001). Irlen Institute for Perceptual and Learning Development International Newsletter. X (No.2), August 2000- January 2001.

Dr. Eugene McGillis Helveston is an Ophthalmologist and Founder of the Pediatric Ophthalmology and Strabismus Service at the Indiana University School of Medicine where he is Professor Emeritus. He wrote "Surgical Management of Strabismus," co-authored "Pediatric Ophthalmology Practice" and "Strabismus: A Decision Making Approach." Dr. Helveston is a founding member and Past President of the American Association of Pediatric Ophthalmology and Strabismus, past secretary/treasurer of the International Strabismological Association, and was presented a lifetime achievement award by the American Academy of Ophthalmology. His papers have been published widely in ophthalmic journals since 1967. Dr. Helveston is currently directing a volunteer telemedicine ophthalmic consulting program for under-served areas, and publishing a bi-monthly lecture "The Strabismus Minute" available on the interne

Related Links: http://dyslexia.mtsu.edu/modules/articles/displayarticle.jsp?id=49

http://www.dyslexic.org.uk/va2.htm

http://www.dyslexiaglasses.com/page/page.cfm/how_dyslexia_glasses_work

M.I.N.D. Institute Summer Series on Neurodevelopmental Disorders

2004 UC Davis M.I.N.D. Institute Summer Series on Neurodevelopmental Disorders presents Meryl Lipton, M.D., Ph.D. on Social Emotional Learning Disorders: The Dyslexia of the 21st. Century. Series: "MIND Institute Summer Series on Neurodevelopmental Disorders"

Facts on Dyslexia

• 90 million adults have literacy skills below the sixth-grade level (Dept. of Labor, 1992)
  40 million have below third grade level reading ability
  75% of unemployed
  33% of mothers receiving Aid to Families with Dependent Children
  85% of juveniles appearing in court
  60-75% of prison inmates
  40% of minority youth
  45% of people in the workforce
  11% of professional workforce
  30% of semi-skilled and unskilled workers
  80% having learning disabilities
  30 million adults usually never diagnosed
  15-20% of the population has a reading disability
  12-15% of overall population have some form of dyslexia
  Not all are diagnosed
  Of students with specific learning disabilities who receive special education services, 70-80% have deficits in reading. Dyslexia is the most common cause of reading, writing and spelling difficulties.
  
  

  NAEP, 1997 report—below grade level readers
  40% of fourth graders
  30% of eighth graders
  25% of twelfth graders
  69% of black fourth graders (4.5 million students)
  64% of Hispanic fourth graders (3.3 million students)
  33% of all public school student drop out before finishing high school (Jordan, 1989)
  

  
  
  
  Three Forms of Dyslexia
  
  Acquired Dyslexia
  
  Less than 1% of the population
  Due to brain injury
  Deep Dyslexia or Primary Dyslexia (8-10)
  Runs in families
  
  Primary dyslexia
  
  Linked to chromosomes 6 and 15
  9 times more often in men (other research says equal numbers)
  3-5% of the general population
  Differences in left cerebral cortex
  Have a much higher incidence of immune disorders
  Allergies
  Intestinal tract problems
  Premature graying
  High percentage of left-handedness in their families
  Above average in intelligence
  Excellent at compensating
  
  Developmental Dyslexia or Secondary Dyslexia (4-7)
  
  12-15% of the population
  5 times more often in males than females (other research says numbers are equal)
  Caused early in the development of the fetus
  Struggle to learn decreases as child goes through puberty
  Usually able to do well in college if self-esteem is not too badly damaged
  
  
  Subtypes of Dyslexia
  
  Visual Dyslexia
  
  Brain’s visual cortex does not interpret accurately
  Left visual cortex of approximately 15% of the population does not have the natural talent to instantly recognize print
  35% of population has scotopic sensitivity (Irlen)
  65% of deep dyslexics have scotopic sensitivity (Jordan)
  20% of developmental dyslexics have scotopic sensitivity (Jordan)
  Slow visual processing that often requires 5 times as much time and being able to read aloud for auditory check
  Often have dyscalculia because of difficulty with directionality and symbol reading
  Poor comprehension of sequential order
  Most often identified by classroom teacher
  Easiest to correct
  
  Auditory Dyslexia
  
  Tone deafness
  Most difficult form to correct
  Inability to hear separate sounds in words
  Normal hearing
  Paula Tallal found incomplete development of specialized nerve cells between the medial geniculate nucleus and the auditory cortex
  Person does not hear soft vowels and softer consonants
  Person hears only bits and pieces of oral language, not whole word units
  Poor spelling and word sounding
  Cannot connect sounds to printed letters
  Traditional phonics instruction is useless because they hear only 1/3 of what is said
  Constantly asking person to repeat
  Poor test taking
  IQ tests involve careful listening, accurate interpretation of what is heard, quick understanding, then good oral explanation of information
  Auditory dyslexics only comprehend 60-70% of what they hear
  Behaviors
  Act silly
  Give off the wall answers
  Daydream
  Higher incidence of depression, bulimia, anorexia, and aggression
  Speech
  Often garbled with mispronunciation of words (alunumum for aluminum)
  Difficulty with rhyme
  Cannot hear the differences in short vowel sounds
  Memory
  Intelligent auditory dyslexics rely upon memory
  
  
  
  
  
  

A Case Study of a Child With Dyslexia and Spatial-Temporal Gifts

Gifted Child Quarterly, Vol. 48, No. 2, 83-94 (2004)DOI: 10.1177/001698620404800202© 2004
National Association for Gifted Children

Eileen E. Cooper
Maryann Ness
Mary Smith

This case study details the history and K-5 school experience of a boy with dyslexia and spatial-temporal gifts. It describes assessment, evaluation, and identification procedures; the learning specialist’s interventions and program; the critical role of the parent; and the services provided by the gifted program. Specific interventions are described for both remediating dyslexia and supporting the spatial-temporal gift. A literature review of dual exceptionalities is included and suggests that mathematical difficulties be included in the definition of dyslexia. A definition of spatial-temporal intelligence provides an understanding of 4-dimensional space-time.

For full text article click here: http://gcq.sagepub.com/cgi/content/abstract/48/2/83

The Gow School- Learning Differently

The Gow School is a college prep boarding school for young men, grades 7 to 12, with dyslexia and similar language-based learning disabilities including: central auditory processing disorder, dyscalculia and LD written expression http://www.gow.org/

Orton-Gillingham Techniques for Dyslexia Correction

Orton-Gillingham techniques have been in use since the 1930's and have been proven with thousands of students around the world. These techniques are taught in only a very small number of public school systems today, and then only within special education classes. An intensive, sequential phonics-based system teaches the basics of word formation before whole meanings.

The method accommodates and utilizes the three learning modalities, or pathways, through which people learn--visual, auditory and kinesthetic. The Orton-Gillingham method teaches to a student's strengths while seeking to improve his or her weaknesses. The International Dyslexia Association (formerly The Orton Dyslexia Society) is an international organization that focuses on the issues associated with dyslexia.

The Orton-Gillingham Method

The LTK® curriculum includes the eight essential instructional elements needed to successfully teach students with dyslexia as outlined in publications of The International Dyslexia Association (formerly The Orton Dyslexia Society).

These elements are:
Multisensory: Instruction involves immediate, intensive, and continuous interaction between what the student is seeing, hearing, and feeling in the speech mechanisms and the writing hand. All the language elements taught are reinforced by having the student listen, speak, read and write. In LTK the student uses a mouse, microphone and keyboard to learn newly taught phonograms and to spell and write letters, words, and sounds from dictation.

Alphabetic/Phonetic: Sound-symbol associations along with linguistic rules and generalizations are introduced in a linguistically logical, understandable order. The essence of the phonetic approach is to make letter-to-sound correlations as simple and comprehensive as possible.

Synthetic/Analytic: The student is taught how to blend sounds together. When using LTK, the student hears the sounds pronounced while seeing the letters move together to make familiar words. LTK teaches the student how to segment words into separate speech sounds before beginning to spell. Drills which require placing the sound and filling in the blanks allows the student apply the process to many words.

Structured: The student learns one sound association, linguistic rule, or nonphonetic word and practices using it with previously taught material before learning the next language concept. In LTK, each new piece of the language taught is specifically reviewed multiple times through drills and spelling practice. If confusions occur later in another context, additional review is provided. LTK divides the linguistic rules into separate lesson activities and provides practice and correction routines for each lesson activity.

Sequenced: Linguistic concepts are taught in a sequence which will minimize potentially confusing elements. The LTK curriculum is organized to separate commonly confused linguistic elements. The logic and order of LTK's curriculum was determined by Orton-Gilligham experts who based their training in the Orton-Gillingham method. Their combined experience exceeds over 50 years in using this method to teach students of all ages and to train teachers.

Cumulative: The student should be asked to use each newly introduced element while reinforcing others that have been taught. LTK's quizzes test all of the linguistic information previously taught. Student scores typically indicate 90 to 100 percent mastery within the quizzes. There are multiple review lessons interspersed throughout LTK to provide practice and reinforcement.

Repetitive: The concepts are repeated until the student gains mastery. The program provides 10 repetitions within each lesson activity and measures student mastery. If a mastery level of 80 percent is achieved, the student automatically progresses to the next lesson activity. If not achieved, additional sets of repetitions are provided and achievement of 80 percent mastery is again determined.

Cognitive: The student should understand the "linguistic logic" underlying word formations and patterns and be able to demonstrate that understanding while writing words. During the introductory and review portions of the lessons, LTK explains rules and generalizations both verbally and with on-screen demonstrations.

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Unraveling Dyslexic Brains

Unraveling Dyslexic Brains
By Ellen Kuwana Neuroscience for Kids Staff Writer

What is Dyslexia?

You may have heard of dyslexia. You may even know someone who has been diagnosed with dyslexia. Some people joke that they are "dyslexic" because once in a while they mix up words, such as confusing "brain" with "brian." But to those who have dyslexia, it is not a joking matter. Dyslexia is a frustrating disorder. It's much more than getting certain words confused with other words - it's having trouble processing words.

Literally Looking at Dyslexic BrainsResearchers at the University of Washington in Seattle are making strides understanding how dyslexic brains work.

Developmental neuropsychologist Virginia Berninger, Ph.D., and neurophysicist
Todd Richards, Ph.D., lead a team of researchers whose studies have shown
that the brains of children with dyslexia work about five times harder than
other children's brains when performing the same language task.

You think you're tired at the end of a school day? Imagine if your brain had to work five times harder!

Berninger and Richards have recently published the first study showing that there are chemical differences between the brains of children with dyslexia and those of other children. These researchers used a technique called PEPSI (proton echo-planar spectroscopic imaging) which shows the metabolic activity of the brain. When the brain is at work, it uses energy (just like you need food for energy before you go for a hike). One by-product of energy use in the brain is lactate. By measuring where lactate is being produced, the scientists were able to see which part of the brain was active. This is a non-invasive technique, meaning that they did not have to use instruments or procedures that go inside the body. It was very safe and painless.

Child getting ready for a functional MR spectroscopicimaging scan (PEPSI technique).These photographs are used with the permissionof Dr. Todd Richards, University of Washington.

The Test Subjects

The researchers looked at six boys with dyslexia and seven non-dyslexic boys. The boys were all between the ages of eight and 13. The boys with dyslexia had a family history of dyslexia and were reading below their age level. The non-dyslexics were all reading above their age levels.

The TestsThe boys all wore headphones and listened to pairs of words. The word pairs consisted of:
Category-Example

1) non-rhyming words
ball, orange

2) rhyming words
fly, eye

3) non-rhyming real word and non-word
stick, treel

4) rhyming word and non-word
meal, treel

The Test Results - Dyslexic Brains Work Harder

The boys needed to identify whether the words rhymed or not, and whether the words were real words or nonsense words. It was during this language test that the dyslexic brains worked harder (as measured by increased lactate levels). The main area that was activated was the left frontal lobe (see figure on the right). It is unclear whether the brain is working harder because it is working less efficiently or because additional pathways are being activated in the brain as a way to compensate. These results in children parallel results from similar studies with adult dyslexics.

These photographs are used with the permissionof Dr. Todd Richards, University of Washington.

The researchers also observed whether the brain was activated during any tasks that require listening and thinking involving musical tones. Each boy heard two tones, and was asked to decide if they were the same notes or two different notes. In this task, the dyslexic and non-dyslexic brains worked the same way. So the difference was specific to making sense of language, not just auditory input.

Dyslexia is a common reading disorder that affects 5-15% of school-aged children. It is a lifelong disorder that can be treated but not cured. Dyslexics can learn to compensate for their weaknesses in language. They can be successful people with tremendous talent: Albert Einstein, Thomas Edison and humorist Erma Bombeck were dyslexic and actor Tom Cruise has dyslexia. They had to work harder to learn to read and spell, but obviously, they were still able to excel.

References:

"Dyslexic children use nearly five times the brain area," October 4, 1999.

"Dyslexia and the New Science of Reading," by Barbara Kantrowitz and Anne Underwood, Newsweek, November 22, 1999, pp. 72-78.

"Dyslexic Children Have Abnormal Brain Lactate Response to Reading-Related Language Tasks," by T. Richards, S. Dager, D. Corina, S. Serafini, A. Heide, K. Steury, W. Strauss, C. Hayes, R. Abbott, S. Craft, D. Shaw, S. Posse, and V. Berninger, American Journal of Neuroradiology, Vol. 20, Sept. 1999, pp. 1393-1398.

Home Page of Dr. Todd Richards

Dyslexia and Language Brain Areas

3 Videos on Dyslexia

Produced by Susan BartonFounder of Bright Solutions for Dyslexia

Could it be Dyslexia?

Dyslexia is the most common learning disability. Most children and adults who struggle with reading, spelling or written expression have dyslexia.

In this 45-minute video, you'll learn:
What is dyslexia -- the research-based definition
The cause of dyslexia, based upon the latest research from the National Institutes of Health
The unique warning signs of dyslexia in preschoolers, in a child's early school years, in high school students and in adults

You'll also learn what the National Institutes of Health researchers have proven causes dyslexia, and their research-based definition.

To watch it free, as a webcast, go to:
www.webcastgroup.com/client/start.asp?wid=0670111073056&auto=true

Dyslexia: Testing & Teaching

In this one-hour video, Susan Barton explains:
Which tests reveal dyslexia -- and what they are looking for
Who should do the testing -- and who should not
Which reading programs to use -- and which to avoid

To watch it free, as a webcast, go to:www.webcastgroup.com/client/start.asp?wid=0681219062975&auto=true


Classroom Accommodations for Dyslexic Students

In this one-hour video, Susan Barton shares 23 practical, no-cost accommodations that regular education teachers should offer to help dyslexic students succeed in the mainstream classroom despite their difficulty with reading, spelling, handwriting, test anxiety, homework, and their unreliable memory. She explains why they are fair, and how to implement them without making the dyslexic student feel different than everyone else.

To watch it free, as a webcast, go to:www.webcastgroup.com/client/start.asp?wid=0671129062946&auto=true

Dyslexia Grant

IDA MSI GRANT PROGRAM:

Contribution of Multisensory Components to
Structured-Language Reading Instruction
Grant Award

The International Dyslexia Association (IDA) announces a competitive grant program to stimulate scientific investigation of the contribution of multisensory components in structured-language reading instruction—particularly for students at risk for academic failure or underachievement, such as those with dyslexia. The Grant Program will provide up to $20,000 for one year for new educational, neuroscience, cognitive science, or other research projects with this focus.

The funding period begins September 1, 2007.
Proposal Deadline: May 1, 2007.

The main selection criteria for awards are (a) scientific rigor, and (b) potential to advance understanding of the value of multisensory elements in effective reading instruction (i.e., evidence-based instruction that explicitly addresses multiple components of oral and written language in an integrated, systematic, and cumulative manner.)
This grant program will not fund studies that explicitly investigate the multisensory instructional (MSI) methods of a particular program or approach, commercial or otherwise. Rather, we seek to fund studies that investigate how multisensory components (e.g., visual, auditory, kinesthetic, tactile) in various contexts and combinations do or do not enhance the learning of reading-related skills in various learner populations, including those with dyslexia.
Specific Criteria for Selection
Applicants must meet the following criteria:

I. Faculty or affiliates (e.g. graduate students or clinicians) at universities, educational, medical, and other non-profit research institutions are eligible. The grant will be made to the principal investigator through his or her academic institution.

II. Any discipline is eligible.

III. International submissions are welcome.

IV. Support will be limited to faculty or affiliates who are well trained in research methods and will bring creative approaches to issues relevant to reading instruction. Applicants (or their mentors) should demonstrate the ability to conduct sophisticated research by presenting a record of research publications from peer-reviewed journals. Proposals for pilot work as part of a larger project or towards a larger future project are welcome.

V. An institutional setting conducive to the investigator’s plan of research should be available.

The Selection Process
Complete grant applications with all supporting documents must be received by May 1, 2007. Awards will be announced by August 1, 2007. Funds will be made available to successful applicants September 1, 2007.
At the end of the grant period, the awardee is required to submit to The International Dyslexia Association a written report of the results of the studies including any published papers. A brief summary (not to exceed one page—double spaced) of the results in lay terms will also be required for publication on the IDA Web Site, and may be published in the IDA periodical, Perspectives. A manuscript may be requested for consideration for publication in the Annals of Dyslexia (IDA’s journal published semi-annually) although a manuscript is not mandatory. IDA may invite you to submit a proposal for consideration to present at the annual IDA International Conference in the Fall--submission is not mandatory.
Proposal Format

I. Cover page: Include title of project, name, address, and contact information for primary and co-
investigators, and indicate that the proposal is for the MSI Research Grant.

II. Abstract: Summarize proposed research (one page).

III. Detailed project description

a) Describe the proposed research (in 10 single-spaced pages or less), including:

1. An introduction: consisting of a comprehensive literature review, rationale, and objectives.

2. A research plan, including the design of experiments, specific methods, sample size justification, and statistical analyses.

3. Discussion, interpretation, and relevance of potential findings.

b) Provide a time line, including approximate completion dates for the critical methodological stages of the proposed study.

c) Provide the budget and budget justification for the one year of support that includes supplies, small equipment, and services (e.g., MRI), etc. (The grant award cannot be used for major equipment or for travel or salary support for the Primary Investigator or other Co-Investigators. Salary support can be used for a research assistant, consultants, etc. No indirect costs will be paid.)

d) List all other sources of support either secured or being sought for this project. If this research activity or related projects are currently being supported from other sources, list the sources for such finding, title(s) of projects, grant number(s), time periods of funding, and total funding/year. Please specify how the projects overlap and how they differ.

e) List other sources of support for research undertaken by the applicant or in which he or she participates (pending or current). Provide complete titles and grant numbers of all grants as well as total award, yearly award, inclusive funding dates, the role of the applicant, and percent of time devoted to each grant by the applicant.

f) If items d and e above do not apply, please indicate that as well.

g) Describe facilities available.

IV. Attachments
a) Curriculum vitae.

b) Official letter from the applicant’s organization attesting to their support of the project. If
applicable, include evidence of the institution’s 501(c)(3) tax-exempt status.

c) Detailed statement of how the proposed research will comply with the accepted standards for the use and care of human research subjects. Further, the signature of the appropriate official of the sponsoring institution is required.

d) Graduate Students should include a letter of reference from their supervising/advising professor. At the minimum, this letter should include a statement that the students’ project is scientifically sound and whether or not it is part of the student’s thesis or dissertation work.

Acknowledgements
Acknowledgement of the assistance of The International Dyslexia Association and the Funding Coalition of the Multisensory Instruction Research Initiative should be made in any presentations or publications resulting from these grants.

Submission Requirements

Proposals must reach the IDA office by May 1, 2007. Please send an electronic version of the proposal via email as an attachment (MS WORD format) to the address listed below. Also, send one (1) hard copy of the proposal by mail to:
Mailing Address: MSI Research Grant Award Email address: dnies@interdys.org
The International Dyslexia Association Contact: Diane Nies
40 York Road, 4th Floor (410) 296-0232, ext. 408
Baltimore, MD 21204-5202
Note: The International Dyslexia Association will only reveal the contents of these proposals to the reviewers who are appointed by the MSI Research Initiative Chair. We do not provide rationale for rejection to unsuccessful applicants. Incomplete applications and/or applications that are not written according to the specification detailed above will not be considered for review.

Davis Dyslexia Correction® Program

The Davis Dyslexia Correction method was created by Ron Davis who was considered 'retarded' until his early teens but went on to be an engineer and artist. Later in life he developed the Davis Dyslexia Correction method that utilises mental exercises and visualisation to overcome dyslexia which he described in his book, The Gift of Dyslexia. Ron Davis runs a treatment centre in California, US, and also runs training courses in Davis Dyslexia Correction so that other practitioners can teach his methods. Dyslexia.com provides further information on training courses and Davis Dyslexia Correction practitioners worldwide.


http://www.davisdyslexia.com/index.html

http://www.dyslexia.com/

Ron Davis - Unlocking the Power of Dyslexia




Preview of Interview with Ron Davis Part 1



Preview of Interview with Ron Davis Part 2



The Davis Dyslexia Correction Program

Dyslexia Correction Programs AVKO

AVKO comes from Audio, Visual, Kinesthetic, & Oral a multi-sensory approach.

Don McCabe
Research Director, AVKO Educational Research Foundation

http://www.avko.org/index.htm

Born and raised in Flint, Michigan, the home of General Motors and the C.S. Mott Foundation
McCabe graduated from Flint Technical High School in 1950, received his A.A. degree from Flint Junior College in 1952 and his Ph.B. degree from the University of Detroit in 1954.

Was drafted into the Army Security Agency (ASA), sent to the Army Language School to learn Russian, and eventually to a military intelligence base just outside of Kyoto, Japan.

Began his teaching career in 1959 and taught high school and junior high until 1976 when he became the full-time Research Director of the AVKO Foundation.

Received his M.A. from the University of Detroit in 1962 and his A.B.T., the non-honorary, non-recognized degree from Michigan State University in 1985 after having completed all the course requirements for the Ph.D. degree.

Is listed in Who's Who, The Yearbook of Experts, Authorities, and Spokespersons, as well as many other sourcebooks in the field of special education.

Is the author of over twenty different books and articles relating to the teaching of reading and spelling including The Patterns of English Spelling, the only reference tool in existence in which a teacher or researcher can find all the words that follow any particular spelling pattern.
Has done the unthinkable in the reading profession.

He has studied what older "almost-non-readers" can and cannot read and compared his findings with what is and isn't taught. Lo and behold, these functional illiterates had not learned what they had not been taught, i.e., the things good readers and good spellers somehow learn without being taught.

Has discovered that English does have an internal logic that good readers and good spellers somehow subconsciously learn without being taught. Dyslexics tend to be logical and try to follow what they have been taught.

But the way reading is taught today has nothing to do with this internal logic. English has highly consistent logical patterns. So, if we exclude the very few (but highly common) "insane" words such as was and does, English can be said to be 99.9% phonically consistent.

The anti-phonics people fail to realize the vast difference between phonetics, phonemics, and phonics.

Is trying to spread the concept that adult community education programs should offer classes for those parents or spouses of dyslexics who would like to learn how to tutor their own. At present, only the very rich can afford tutors on a daily basis.

But even the poor, McCabe believes, can afford to take classes that would enable them to learn what they can do at home to help their own children learn to read and write.

AVKO To Teach A Dyslexic Part 1





AVKO To Teach A Dyslexic Part 2

AVKO To Teach A Dyslexic Part 3

AVKO To Teach A Dyslexic Part 4

Topic of the Week: Dyslexia Gift or Learning Disability?

Dyslexia Basics

What is dyslexia?

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia may experience difficulties in other language skills such as spelling, writing, and speaking. Dyslexia is a life-long status, however, its impact can change at different stages in a person's life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment.

What causes dyslexia?

The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. Moreover, people with dyslexia have been found to have problems with discriminating sounds within a word, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or a desire to learn; with appropriate teaching methods dyslexics can learn successfully.

How widespread is dyslexia?

Current studies suggest that 15-20% of the population has a reading disability. Of those, 85% has dyslexia. Dyslexia occurs in people of all backgrounds and intellectual levels. In addition, dyslexia runs in families; dyslexic parents are very likely to have children who are dyslexic. Some people are identified as dyslexic early in their lives, but for others their dyslexia goes unidentified until they get older. People who are very bright can be dyslexic. They are often gifted in areas that do not require strong language skills, such as art, computer science, design, drama, electronics, math, mechanics, music, physics, sales, and sports.
What are the effects of dyslexia?The impact that dyslexia has is different for each person and depends on the severity of the condition and the approaches of the remediation. The most common effects are problems with reading, spelling, and writing. Some dyslexics do not have much difficulty with early reading and spelling tasks but do experience great problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.

People with dyslexia can also have problems with spoken language. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom.

Dyslexia can also affect a person's self-image. Students with dyslexia often end up feeling "dumb" and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school.
How is dyslexia diagnosed?A formal evaluation is needed to discover if a person is dyslexic. The evaluation assesses intellectual ability, information processing, psycho-linguistic processing, and academic skills. It is used to determine whether or not a student is reading at the expected level, and takes into account the individual's family background and overall school performance. The testing can be conducted by trained school or outside specialists.

What are the signs of dyslexia?

The problems displayed by individuals with dyslexia involve difficulties in acquiring and using language -- reading and writing letters in the wrong order is just one manifestation of dyslexia and does not occur in all cases. Other problems experienced by dyslexics include:
Learning to speak
Organizing written and spoken language
Learning letters and their sounds
Memorizing number facts
Spelling
Reading
Learning a foreign language
Correctly doing math operations
Not all students who have difficulties with these skills are dyslexic. Formal testing is the only way to confirm a diagnosis of suspected dyslexia.

How is dyslexia treated?

Dyslexia is a life-long condition. With proper help people with dyslexia can learn to read and/or write well. Early identification and treatment is the key to helping dyslexics achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach. It is important for these individuals to be taught by a method that involves several senses (hearing, seeing, touching) at the same time. Many individuals with dyslexia need one-on-one help so that they can move forward at their own pace. For students with dyslexia, it is helpful if their outside academic therapists work closely with classroom teachers.

Schools can implement academic modifications to help dyslexic students succeed. For example, a student with dyslexia can be given extra time to complete tasks, or help with taking notes, and/or appropriate work assignments. Teachers can give taped tests or allow dyslexic students to use alternative means of assessment. Students can benefit from listening to books-on-tape and from writing on computers.

Students may also need help with emotional issues that sometimes arise as a consequence of difficulties in school. Mental health specialists can help students cope with their struggles.
What are the rights of a dyslexic person?The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protect people with dyslexia against unfair and illegal discrimination.

© Copyright 2000, The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet. If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale.
Page name: dyslexia-basic.html

Dyslexia- The Struggle Through School

Misunderstood

Famous Dyslexics

Learning Disability

Learning Disability is not a specific term; it is a category containing many specific disabilities, all of which cause learning to be difficult. The following definition of "learning disability" is used for legislative, financial, and educational purposes only. It is NOT a definition of dyslexia, which is one specific learning disability.

The term 'learning disability' means a disorder in one or more of the basic processes involved in understanding spoken or written language. It may show up as a problem in listening, thinking, speaking, reading, writing, or spelling or in a person's ability to do math, despite at least average intelligence.

The term does not include children who have learning problems which are primarily the result of visual, hearing, or physical handicaps, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage.