Life and Therapy with Dyslexia

Dyslexia is, above all else, a difference in neurological processing.  It:

·      is not related to decreased intelligence

·      affects both girls and boys

·      involves more than simply reversing letters

·      Can appear spontaneously but there is a genetic component

Dyslexia affects working memory, often making it seem like a child is not trying hard enough when they actually cannot remember things like simple math facts.  Children with dyslexia are not just lazy!

For a great resource about the warning signs of dyslexia, visit:

https://www.dys-add.com/resources/RecentResearch/DysWarningSigns.pdf

While completing specialized, structured instruction, learning outcomes for children with dyslexia are improved by incorporating

·      Motor – encourage movement and position changes

·      Sensory – Use focus and calming sensory input

·      Cognitive – Encourage visualization, combine reading and spelling games with executive functioning

·      Chunking and other memory aids

One important goal when addressing dyslexia is to involve as many sensory experiences as possible to light up as many areas of the brain as possible while learning in order to build new neuropathways.