Details

Overcoming Dyslexia For Dummies


Overcoming Dyslexia For Dummies


1. Aufl.

von: Tracey Wood

14,99 €

Verlag: Wiley
Format: PDF
Veröffentl.: 29.03.2006
ISBN/EAN: 9780471794455
Sprache: englisch
Anzahl Seiten: 384

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Beschreibungen

Includes tips and strategies for kids, teens, and adults with dyslexia<br /> <br /> Understand what dyslexia is, assess schools and programs, and help your child succeed<br /> <br /> Does your child mix up d's and b's? Does he or she have trouble reading? If so, the cause may be dyslexia. But don't worry -- these days, there are many ways to overcome dyslexia. This hands-on guide leads you step by step through your options -- and explains how anyone with dyslexia can achieve success in school and life.<br /> <br /> Discover how to<br /> * Recognize the symptoms of dyslexia<br /> * Understand diagnostic test results<br /> * Set up an Individualized Education Program (IEP)<br /> * Work effectively with teachers<br /> * Improve your child?s reading skills
<p>Introduction 1</p> <p>About This Book 1</p> <p>Conventions Used in This Book 2</p> <p>What You’re Not to Read 3</p> <p>Foolish Assumptions 3</p> <p>How This Book Is Organized 3</p> <p>Part I: Figuring Out What Dyslexia Is All About 4</p> <p>Part II: Determining When to Get a Diagnosis 4</p> <p>Part III: Exploring Your Options for Schools and Programs 4</p> <p>Part IV: Taking Part in Your Child’s Treatment 5</p> <p>Part V: Moving beyond the Childhood Years 5</p> <p>Part VI: The Part of Tens 5</p> <p>Part VII: Appendixes 5</p> <p>Icons Used in This Book 5</p> <p>Where to Go from Here 6</p> <p><b>Part I: Figuring Out What Dyslexia Is All About 7</b></p> <p><b>Chapter 1: Understanding the Basics of Dyslexia 9</b></p> <p>Defining Dyslexia in Plain Terms 10</p> <p>Zeroing In on the Symptoms of Dyslexia 11</p> <p>Deciding When to Have Your Child Tested 12</p> <p>Exploring Different Schools and Programs for Your Child 13</p> <p>Helping Your Child with Activities at Home 14</p> <p>Watching Your Dyslexic Child Grow 16</p> <p><b>Chapter 2: Pinpointing What Dyslexia Is (And Isn’t) 17</b></p> <p>Understanding the Real Meaning of “Dyslexia” 17</p> <p>Looking at the straight facts 17</p> <p>Moving away from common misconceptions 18</p> <p>Classifying dyslexia as a “learning disability” 19</p> <p>Investigating the Causes of Dyslexia 20</p> <p>Weighing up brain research 20</p> <p>Getting into genetics 22</p> <p>Breaking Down Dyslexia into Different Types 23</p> <p>Looking at Other “Dys” Conditions Related to Dyslexia 24</p> <p>Dysgraphia: Difficulty with writing 24</p> <p>Dyscalculia: Difficulty with math 25</p> <p>Dyspraxia: Difficulty with motor skills 25</p> <p>Comparing Dyslexia to ADD and ADHD 26</p> <p>Examining ADD 27</p> <p>Checking out ADHD 28</p> <p><b>Chapter 3: Being Alert to Symptoms of Dyslexia at Any Age 29</b></p> <p>Understanding Why It’s Important to Look for Signs 30</p> <p>Appreciating that dyslexia is unexpected 30</p> <p>Being savvy about screening tests and what one teacher can do 31</p> <p>Avoiding the “wait awhile” trap 32</p> <p>Noticing Your Preschooler’s Late Development 32</p> <p>Watching Your School-Age Child Fade 33</p> <p>Recognizing Signs of Dyslexia at Older Ages 35</p> <p>Seeking out signs in teenagers 35</p> <p>Acknowledging adult symptoms 36</p> <p>Referring to Your Family’s History 37</p> <p><b>Part II: Determining When to Get a Diagnosis 39</b></p> <p><b>Chapter 4: Watching Your Child Carefully at a Young Age 41</b></p> <p>Keeping a Close Eye on Early Skills 41</p> <p>Talking late and unclearly 42</p> <p>Battling ear infections 43</p> <p>Seeing a range of vision problems 44</p> <p>Having trouble with playing and dressing 46</p> <p>Displaying weak pre-reading skills 47</p> <p>Engaging in Pre-Reading Activities at Home 48</p> <p>Developing print awareness 48</p> <p>Zeroing in on phonemic and phonics skills 48</p> <p>Preparing Your Child for Kindergarten 51</p> <p>Stirring up good feelings about school 51</p> <p>Helping your child with language skills 52</p> <p>Nurturing other academic skills 52</p> <p>Encouraging fine motor skills 53</p> <p>Showing your child what’s sociable 54</p> <p>Putting your child in charge of his personal information 54</p> <p><b>Chapter 5: Acting Quickly with Your School-Age Child 55</b></p> <p>Understanding Why a Quick Response to Reading Problems Is Critical 55</p> <p>Noticing Dyslexic-like Behaviors at Home 57</p> <p>Struggling with written words 57</p> <p>Feeling unhappy 58</p> <p>Being disorganized 58</p> <p>Asking Your Child’s Teacher to Look for Dyslexic-like Behaviors in Class 59</p> <p>Laboring with reading 60</p> <p>Writing with difficulty 61</p> <p>Making predictable spelling errors 62</p> <p>Coping with other classroom tasks and issues 63</p> <p>Behaving unusually 63</p> <p><b>Chapter 6: Testing Your Child for Dyslexia 65</b></p> <p>Deciding When to Get a Diagnosis 66</p> <p>Examining Different Kinds of Tests 67</p> <p>Looking at language tests for preschoolers 67</p> <p>Making sense of vision and hearing tests 68</p> <p>Surveying early screening tests 69</p> <p>Understanding IQ tests 70</p> <p>Picking out performance tests 71</p> <p>Charging up for a test battery 73</p> <p>Choosing Your Test Administrator Wisely 74</p> <p>Selecting a specialist within your child’s school district 74</p> <p>Investigating independent testers outside your child’s school district 75</p> <p>Preparing Your Child (And Yourself) for Testing 77</p> <p>Receiving Test Results and Putting Them to Work 78</p> <p>Breaking down terminology in test results 79</p> <p>Finding out that your child has an LD 80</p> <p>Discovering that your child won’t be recognized as having an LD 81</p> <p>Looking at Your Options When You Decide Not to Test 85</p> <p><b>Part III: Exploring Your Options for Schools and Programs 87</b></p> <p><b>Chapter 7: Choosing the Best School for Your Child 89</b></p> <p>Questioning the Kind of School Your Child Needs 90</p> <p>Looking at What a Traditional Public School Offers 92</p> <p>Supplying assessment services 92</p> <p>Homing in on school programs 92</p> <p>Giving help above and beyond the classroom 96</p> <p>Providing sensitivity to your child’s needs 97</p> <p>Meeting the Staff in a Traditional Public School 99</p> <p>Familiarizing yourself with the classroom teacher 99</p> <p>Acquainting yourself with the resource teacher 101</p> <p>Checking out school specialists 102</p> <p>Paying special attention to the support staff 103</p> <p>Taking note of the principal 103</p> <p>Getting the Scoop on Alternative Schooling 104</p> <p>Finding out about charter schools 104</p> <p>Feeling the pull of magnet schools 105</p> <p>Choosing a private school 105</p> <p>Examining Montessori schools 106</p> <p>Walking the Waldorf (or Steiner) path 106</p> <p>Deciding on a school for dyslexics 107</p> <p>Thinking about home schooling 108</p> <p><b>Chapter 8: Investigating the Individualized Education Program 113</b></p> <p>Probing into the Basics of an IEP 113</p> <p>The nuts and bolts of an IEP meeting 114</p> <p>The fine print of an IEP document 115</p> <p>Ensuring a Successful IEP Meeting 117</p> <p>Preparing yourself 117</p> <p>Making the meeting work for you 119</p> <p>Surveying the Services That Your Child Receives with an IEP 120</p> <p>Looking at the Legal Nitty-Gritty of IEPs 121</p> <p>Examining the acts governing IEPs 121</p> <p>Knowing your rights — and your child’s 123</p> <p><b>Chapter 9: Securing Help without an Individualized Education Program 125</b></p> <p>Making the Most of Choices in School 125</p> <p>Looking for Help Outside School 126</p> <p>Scoping out specialized dyslexia therapies 126</p> <p>Considering dyslexia clinics 127</p> <p>Paying an individual tutor 128</p> <p>Opting for a general learning center 130</p> <p>Giving Academic Support at Home 134</p> <p>Letting your child take the lead with homework 134</p> <p>Setting up homework management methods 135</p> <p>Using technology 137</p> <p>Steering clear of a math meltdown 141</p> <p><b>Chapter 10: Working Productively with Your Child’s Teacher 143</b></p> <p>Requesting and Preparing for a Conference 144</p> <p>Asking the teacher to meet 144</p> <p>Assembling important info 145</p> <p>Determining whether to bring your child 145</p> <p>Keeping a Conference on Track and Following Up Smartly 146</p> <p>Creating a positive mood 146</p> <p>Emphasizing your child’s needs 147</p> <p>Pushing your points firmly 148</p> <p>Adhering to the teacher’s goals 149</p> <p>Taking action after a conference 149</p> <p>Coming Up with Cool Accommodations 150</p> <p>Understanding oral instructions clearly 151</p> <p>Reading large amounts of text 151</p> <p>Comprehending text 152</p> <p>Writing large amounts of text 152</p> <p>Copying from the board with ease 153</p> <p>Spelling successfully 153</p> <p>Finishing classroom work and homework on time 154</p> <p>Avoiding Dyslexic Land Mines with a Teacher’s Help 154</p> <p>Being graded, tested, and (worst) retained 154</p> <p>Learning in parrot fashion 158</p> <p><b>Part IV: Taking Part in Your Child’s Treatment 159</b></p> <p><b>Chapter 11: Putting Memorizing, Visualizing, and Rhyming to Good Use 161</b></p> <p>One by One: Starting with Single Letters 161</p> <p>Drawing pictures into vowels 162</p> <p>Knocking b and d into shape 163</p> <p>Putting P in its place 165</p> <p>Letters Joining Forces: Getting on Top of a Few Good Spelling Rules 165</p> <p>Blatantly Bossy e 166</p> <p>Extroverted and introverted vowels 168</p> <p>An old favorite: “i before e except after c” 169</p> <p>I Know You! Having Fun with Sight Words 171</p> <p>Ten at a time 172</p> <p>Picture this 173</p> <p>Bang! 174</p> <p>Word roll 174</p> <p>Five up 175</p> <p>Bingo 175</p> <p>Do You See the Sea? Distinguishing between Sound-Alike Words 176</p> <p>The Hard Stuff: Remembering Especially Tricky Words 178</p> <p><b>Chapter 12: Playing with Phonics 179</b></p> <p>Emphasizing Single Letters 179</p> <p>Cozying up with consonants 180</p> <p>Taking a long look at short vowels 181</p> <p>Introducing letters by name 182</p> <p>Building Three-Letter Words in Word Families 182</p> <p>Putting together “at” 183</p> <p>Moving on up with “bat,” “cat,” “fat,” and more 183</p> <p>Running through additional word families 184</p> <p>Mixing It Up with Blended Consonants 184</p> <p>Blends at the beginning 185</p> <p>Blends at the end 185</p> <p>Delving into Digraphs 187</p> <p>Mastering Tricky Vowel Sounds 189</p> <p>Opening up to long vowels 190</p> <p>Hearing “y” sound like a vowel 190</p> <p>Surveying schwa vowels 192</p> <p>Singling out sound-alike chunks featuring vowels 193</p> <p>Partnering vowels with “r” 196</p> <p>Lopping vowels off the ends of words 197</p> <p>Bringing Consonants under Control 198</p> <p>Unmasking consonants in disguise 198</p> <p>Sounding out the softies 199</p> <p>Spotting the silent types 202</p> <p>Doubling up 203</p> <p><b>Chapter 13: Sprinting Ahead with Reading Basics and Practice 205</b></p> <p>See Jane Read: Looking at Reading Fundamentals 205</p> <p>Being quick to recognize sight words 206</p> <p>Feeling good about phonics 207</p> <p>Understanding about comprehension 207</p> <p>In the Habit: Establishing a Happy Reading Routine 209</p> <p>Page after Page: Using Special Strategies for Reading Success 211</p> <p>Choosing the right books 212</p> <p>Reading to your child first 215</p> <p>Pairing up to read 216</p> <p>Running through multiple readings 217</p> <p>Nice and Gentle: Handling Your Child’s Difficulties with Kindness 219</p> <p>Knowing when to give a quick answer 219</p> <p>Having your child figure a word out when the time is right 220</p> <p>Helping your child find contextual cues 220</p> <p><b>Chapter 14: Taking Advantage of Multisensory Methods 223</b></p> <p>Bringing the Term “Multisensory” Down to Earth 223</p> <p>Distinguishing multisensory teaching from traditional methods 224</p> <p>Fitting together “multisensory” and “structured and sequential” teaching 225</p> <p>Setting the Stage for Multisensory Success 226</p> <p>Making Homework Multisensory 227</p> <p>Setting up a happier homework environment 227</p> <p>Helping your child understand new information 228</p> <p>Having Practical Stuff for Playing at Your Fingertips 229</p> <p>Modeling clay 229</p> <p>Gummy mixtures 229</p> <p>Sandpaper 230</p> <p>Laminate 230</p> <p>Scissors 231</p> <p>Flashcards 231</p> <p>Board games 233</p> <p>Computer games 234</p> <p>Other great tools to have on hand 234</p> <p>Working Physical Activity into Your Child’s Routine 235</p> <p>Experimenting with Alternative Multisensory Treatments 236</p> <p>Coloring pages of text 236</p> <p>Reading a new font 237</p> <p>Listening to different messages in each ear 237</p> <p>Eating fish 238</p> <p><b>Chapter 15: Handling Everyday Activities and Difficulties 239</b></p> <p>Talking Your Child into Feeling Good 240</p> <p>Understanding your child’s feelings 240</p> <p>Listening carefully 241</p> <p>Empowering your child 243</p> <p>Responding calmly to your child’s mistakes 244</p> <p>Helping Your Child with Space, Time, and Sequence 245</p> <p>Spacing out 246</p> <p>Timing is everything 250</p> <p>Following a sequence 252</p> <p>Maintaining Harmony in the Home 254</p> <p>Sharing the load 254</p> <p>Toeing the line 254</p> <p>Strengthening bonds between siblings 255</p> <p><b>Part V: Moving beyond the Childhood Years 257</b></p> <p><b>Chapter 16: Assisting Dyslexic Teens 259</b></p> <p>Instilling New Life Skills 259</p> <p>Aiming for high self-esteem 260</p> <p>Fostering more independence at home 261</p> <p>Making time for rest and play 262</p> <p>Getting behind the driver’s wheel 262</p> <p>Facing School Challenges Head-On 263</p> <p>Moving toward self-reliance with schoolwork 263</p> <p>Enforcing order on those files 264</p> <p>Staying on top of all the reading and writing 264</p> <p>Taking notes 266</p> <p>Studying the right foreign language 268</p> <p>Giving great speeches 270</p> <p>Planning for college and jobs 270</p> <p>Encouraging the Development of Work Skills 271</p> <p>Keeping up with extracurricular activities 271</p> <p>Doing some good with community service 272</p> <p>Finding a part-time job 272</p> <p><b>Chapter 17: Heading Off to College 275</b></p> <p>Keeping a Well-Stocked Portfolio 275</p> <p>Providing proof of dyslexia 276</p> <p>Gathering academic results 277</p> <p>Giving evidence of school and community involvement 281</p> <p>Researching Majors and Schools 282</p> <p>Deciding on potential fields of interest 282</p> <p>Examining different types of colleges 282</p> <p>Focusing on Target Schools 284</p> <p>Touring campuses 284</p> <p>Asking about disability programs 285</p> <p>Handling the Application and Interview Process 285</p> <p>Completing applications with ease 286</p> <p>Impressing interviewers 287</p> <p>Picking the Winning School 288</p> <p>Finding Help with Financing 289</p> <p>Successfully Keeping Up with Grades 291</p> <p><b>Chapter 18: Succeeding with Dyslexia in Adulthood 293</b></p> <p>Benefiting from a Late Diagnosis 293</p> <p>Looking at Helpful Programs and Treatments for Adults 295</p> <p>Heading to the classroom 296</p> <p>Improving your reading skills at home 296</p> <p>Knowing Your Workplace Rights as a Dyslexic Adult 297</p> <p>Making small accommodations for big results 298</p> <p>Receiving reliable advice 299</p> <p>Keeping Family and Friends in the Frame 299</p> <p><b>Part VI: The Part of Tens 301</b></p> <p><b>Chapter 19: Ten Tools for Making a Dyslexic’s Life Easier 303</b></p> <p>A Pencil Grip 303</p> <p>Pens with Erasable Ink 303</p> <p>Colored Files and Other Handy Items 304</p> <p>A Wristwatch 304</p> <p>A Pocket Spell Checker 304</p> <p>A Cell Phone and a Personal Organizer 305</p> <p>Books on Tape (Or CD) 305</p> <p>A Photocopier 305</p> <p>A Word Processor and the Internet 306</p> <p>Speech-to-Text Software 306</p> <p><b>Chapter 20: Ten Well-Known Dyslexia Programs and Treatments 307</b></p> <p>Orton-Gillingham and Other Phonics-Based Reading Programs 307</p> <p>Treatments That Tune into Sounds 308</p> <p>Berard Auditory Integration Training (AIT) 308</p> <p>Fast ForWord Language 309</p> <p>Earobics 310</p> <p>Tomatis 310</p> <p>Treatments That Focus on Vision 311</p> <p>Davis Dyslexia Correction 311</p> <p>The Irlen Method 311</p> <p>Treatments That Get Physical 312</p> <p>Balametrics 312</p> <p>Brain Gym 312</p> <p>The DORE Program 313</p> <p>Lindamood-Bell Learning Processes 313</p> <p>Audiblox 314</p> <p>PACE 314</p> <p>All Kinds of Minds 315</p> <p>The Feingold Program 315</p> <p>Levinson Medical Centers 316</p> <p><b>Part VII: Appendixes 317</b></p> <p><b>Appendix A: An Informal Assessment of Phonemic Awareness and Phonics Skills 319</b></p> <p>Picking Out Pre-Reading Skills 320</p> <p>Visual discrimination 320</p> <p>Auditory discrimination 321</p> <p>Phonemic awareness 323</p> <p>Examining Early Reading Skills 324</p> <p>Knowing single letters 325</p> <p>Trying three-letter words with short vowels 325</p> <p>Blending letters 326</p> <p>Diving into digraphs 327</p> <p>Testing for Independent Reading Skills 327</p> <p>Looking at long and short vowels 328</p> <p>Getting the hang of y endings 328</p> <p>Sorting out vowel combinations 329</p> <p>Spotting soft and hard letters 330</p> <p>Watching out for silent letters 330</p> <p>Placing vowels before r 331</p> <p><b>Appendix B: Contacts and Resources 333</b></p> <p>Getting General Information Online or by Voice Mail 333</p> <p>Five general Web sites to start you off 333</p> <p>Five big organizations 334</p> <p>Talking to Someone Directly 335</p> <p>Checking Your Child’s Eyes, Ears, and Mouth 336</p> <p>Surveying Self-Tests 336</p> <p>Focusing on Alternative Schooling and School Reading Programs 337</p> <p>Schools 337</p> <p>School reading programs 338</p> <p>Laying Down the Law 339</p> <p>Finding Independent Programs, Therapists, and Learning Centers 339</p> <p>Dyslexia treatments 339</p> <p>Therapists and tutors 340</p> <p>Dyslexia clinics 341</p> <p>General learning centers 341</p> <p>Trying Technology 342</p> <p>Lending a Hand to Teens, College Students, and Adults 343</p> <p>College entrance exams and other tests 343</p> <p>College and general education information 343</p> <p>Financial aid and scholarships 344</p> <p>Jobs and other life skills 345</p> <p>At-home dyslexia programs 345</p> <p>Index 347</p> <p> </p>
<b>Tracey Wood</b>, MEd, is a children's reading specialist and the author of several books, including <i>Teaching Kids to Read For Dummies</i> and <i>Teaching Kids to Spell For Dummies</i>.
<b>Includes tips and strategies for kids, teens, and adults with dyslexia</b> <p><b>Understand what dyslexia is, assess schools and programs, and help your child succeed</b></p> <p>Does your child mix up d's and b's? Does he or she have trouble reading? If so, the cause may be dyslexia. But don't worry — these days, there are many ways to overcome dyslexia. This hands-on guide leads you step by step through your options — and explains how anyone with dyslexia can achieve success in school and life.</p> <p><b>Discover how to</b></p> <ul> <li>Recognize the symptoms of dyslexia</li> <li>Understand diagnostic test results</li> <li>Set up an Individualized Education Program (IEP)</li> <li>Work effectively with teachers</li> <li>Improve your child?s reading skills</li> </ul>

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