B A C K G R O U N D _ C O L O R

Dyslexia in children is the commonest cause of learning difficulties for

children and young people in schools and colleges. The word comes from the
Greek meaning 'difficulty with words'.

Dyslexia symptoms

Dyslexia in children is often referred to as a 'specific learning difficulty', usually with typical
dyslexia symptoms such as difficulty with writing and spelling, and sometimes with reading and
working with numbers. A dyslexic child or adult may have problems spelling, reading, putting things in
order, following instructions, and may confuse left and right and reverse letters and numbers.

It helps to understand how someone is affected by dyslexia if you think of a person who is color-blind.
This means that they are perfectly normal in all other respects, but cannot distinguish colors (to a
greater or lesser degree). Dyslexia has been referred to as 'letter-blindness', though that is a poor
description. A dyslexic child or adult does not see words, with their letters in order, as most people see
them. They will have difficulty remembering words, working out how to
say and spell new words, and their eyes may move unevenly over the
words as they read.

Screening test for dyslexia in children

Are there any family members who experienced difficulty

learning to read or spell when they were at school?
Is your child experiencing reluctance to go to school or feelings
of failure at school?
Does your child have difficulties with spelling?
Does your child miss out words when reading?
Does your child have difficulty reading aloud?
Does your child sometimes skip lines when reading?
Does your child experience difficulty copying from the board?
Does your child get confused about following instructions, for
example when playing a game?
Is your child unable to count backwards from 100 down to 0?
Is anyone in your family left-handed?

If you answer 'Yes' to four or more of these questions, then your son or daughter may be dyslexic,
and probably needs a full individual assessment by a psychologist or a dyslexia test in order to test
the dyslexia symptoms.

Low self-esteem and lack of confidence . . .

In the school situation, a dyslexic child may find he or she is experiencing failure, but is not able to
understand why. This frequently results in low self-esteem and a severe loss of confidence, which
can lead to the child being reluctant to go to school. At this stage
something has got to be done, and this is when a lot of parents seek
specialist help and advice.

The first step is for an accurate diagnosis to be made. This may be

undertaken by the school, or by an educational psychologist, and often
costs anything from $750 to $2000 (300 to 500 in the UK).

An independent report

The causes of dyslexia are not fully understood, but it is thought to be inherited as it
usually runs in families.

If it is found that your child is dyslexic, it is important not to feel that he or she is
doomed to failure! There are well-developed courses of learning which can be used to
bring your child up to the average level for their age in the areas they find difficulty
with. Given the proper help, in most cases a dyslexic child can succeed at school
at a level roughly equal to his or her classmates. Moreover, dyslexic children often have talents in
other areas, which can raise their self-esteem if they receive lots of praise! Good physical co-
ordination, lateral/creative thinking and artistic skills are often areas in which they may excel.

As a dyslexic child's difficulty is not visible - compared, say, to a child in a wheelchair - it often goes
unrecognized by teachers. The result can be that the child is labelled as 'lazy' or 'slow' at school.
However, an independent report from a dyslexia specialist can make a big difference to the school's
attitude, and frequently results in extra consideration and help for the child.

Dyslexia is not a 'disease' that someone should or can be cured of. It is a type of mind, like any other,
with its own particular strengths and weaknesses. We all have different talents - things we are good
at and things we find hard. Dyslexic children and teenagers find spelling and getting things in the right
order very hard, but also have other areas at which they excel. The important thing is to keep up their
confidence!

Dyslexia symptoms in more detail

Symptoms of Dyslexia (Dyslexia Online Magazine)

Dyslexia and Self-confidence

Dyslexia more condition_symptoms

Dyslexia is a condition with a wide variety of symptoms. The symptoms are listed above,and please
use the list of ten questions. This list is well researched and, if your child scores more than about four,
you should look for an assessment by a psychologist who is experienced in assessing dyslexia.

Dyslexia symptoms?
- a full
individual assessment
to improve your child's
achievement in school
Research indicates that about one person in fifteen is shows dyslexia symptoms. If not attended to,
the effects of dyslexia can be devastating, often resulting in feelings of failure and
loss of self-confidence.

If you answer 'Yes' to four or more of these questions, then your son or daughter
may be dyslexic, and we recommend that he or she has a full individual
assessment:

FREE DYSLEXIA PRE-TEST

Are there any family members who experienced difficulty learning to read or spell when they
were at school?
Is your child experiencing reluctance to go to school or feelings of failure at school?
Does your child have difficulties with spelling?
Does your child miss out words when reading?
Does your child have difficulty reading aloud?
Does your child sometimes skip lines when reading?
Does your child experience difficulty copying from the board?
Does your child get confused about following instructions, for example when playing a
game?
Is your child unable to count backwards from 100 down to 0?
Is anyone in your family left-handed?

DYSLEXIA IN CHILDREN

You might be concerned that your own children may be dyslexic. Full details about dyslexia in children
and a description of the symptoms of dyslexia are to found on this page:
Dyslexia in Children

THE DYSLEXIA TEST 7-16

Our comprehensive Dyslexia Test 7-16 has been specially prepared for you to complete at home with
your child. Standardized reading and spelling tests measure your child's achievement compared to
his or her age-group. Your child's intelligence is measured to establish whether there is a discrepancy
between his/her intelligence and achievement. In addition, each of the indicators of dyslexia is
examined in short, easy-to-give standardized, reliable test. A questionnaire, which also tests for the
possibility of attention deficit, delayed learning or Scotopic Sensivity Syndrome also forms part of the
assessment.

After your child has completed the assessment booklet, simply mail it back to us. The completed test
will be carefully assessed, and a full, detailed professional assessment report sent to you. The
report may be shown to your child's school, and will contain recommendations for learning strategies
to help raise your child's achievement in school to the broad average for
their age.

THE DYSLEXIA TEST FOR ADULTS

Our comprehensive Dyslexia Test for Adults has been specially designed
for you to complete at home without anyone else's help. The instructions
are in a booklet and on a tape, giving you standardized tests in reading,
dictation, comprehension and other significant skills. Other areas which can indicate dyslexia are
examined in a questionnaire.

After you have completed the home tests, simply mail your booklet back to us. Your completed
booklet will be carefully assessed, and a full, detailed professional assessment report sent to you
with recommendations about techniques which will help you manage your
difficulties with dyslexia (if you are dyslexic) and improve your career
prospects.

YOUR ASSESSMENT REPORT

Your Assessment Report is not written by a computer! It is written by an experienced assessor, and
thoroughly outlines and describes all the results in the test, highlighting test scores which indicate
dyslexia. The Conclusions indicate whether, and to what
extent, the child or adult is suffering from dyslexia, or
whether there may be other factors which are hindering
his or her progress.

It is usually a great relief to both the child and the parents

to find that the child is dyslexic - one mother reported her
child's reaction to us: "Mom, you have no idea how happy
I am - I just thought I was stupid!".

Your report provides you with feedback in terms of

personal advice and recommendations on how you can
remedy the situation and improve your child's self-
confidence and learning strategies.

Many parents have found an independent professional assessment like this very persuasive in
requesting increased individual help and consideration for their child at school. Many adults have
used an independent assessment from us as a way of obtaining study accommodations on college
courses (though you should check with the college or university first to see if an independent report is
acceptable).

Qualified to diagnose dyslexia

Direct Learning fulfils the requirements of the International Dyslexia Association.

Under the leadership of John Bradford, we are a team of professionals with advanced qualifications
and wide ranging experiences of teaching and working with children and adults with special learning
needs. Direct Learning also carries out research into the diverse characteristics of the dyslexic
condition.
The design of our asessments follows the International Dyslexia Association
guidelines for dyslexia evaluations. (Feedback is available through email and our
Dyslexia Advice Line.)

Our tests, whilst simple to give, are thoroughly researched and are published by
the psychology departments of three major universities.

Dyslexia Test
for 7-16 year olds

Most cases of dyslexia in children are not noticed until a child starts school
and begins to experience difficulty with reading, spelling or math/s.

A child who appears perfectly normal gradually becomes anxious about

school, and may refuse to go. The child feels frustrated and cannot
understand why they are having such difficulty with learning skills that
other children in their class find straightforward.

THE DYSLEXIA TEST 7-16

Our comprehensive Dyslexia Assessment for 7-16 year olds has been specially designed for you to
complete at home with your child or teenager.

Simple, easy-to-give tests measure each of the different indicators of dyslexia. The test results are
evaluated by us, and a full assessment report sent to you which summarizes all the findings. The
results of the evaluation are outlined and put in a clear conclusion. Feedback is provided and
recommendations are made for each individual child which will allow the
early remediation of their difficulties.

Once a child is diagnosed as being at risk, the correct remedial teaching

and support can be started by the school and parents so that the child can
learn techniques to overcome their difficulties.

The report may be shown to your child's school, and will contain
recommendations for learning strategies to raise your child's achievement
to the average for their age.

The test is suitable for children aged seven to sixteen.

WHAT IS IN THE TEST?

The Dyslexia Test 7-16 contains a booklet and an audiotape for you to listen to. The contents of the
test pack should not be seen by your child before the test activities, and you should listen to the tape
when your child is not present.
The test booklet contains short, easy-to-give tests which are designed for parents
to carry out with their child at home. Each test is brief - taking just a few minutes.
Reading and spelling tests measure your child's achievement compared to his or
her age-group. Your child's intelligence is measured to establish whether there is a
discrepancy between his/her intelligence and achievement. In addition, each of the
indicators of dyslexia is examined in short, easy-to-give tests and a questionnaire,
which also looks at the possibility of attention deficit or delayed learning.

These short tests allow us to evaluate your child's performance in the critical
areas that have been identified as indicating dyslexia. These include phonological
discrimination, memory, intelligence, laterality, etc.

The test pack contains everything you need to do the short tests.

After your child has completed the test activities, simply mail the test booklet back to us. The
completed test will be carefully evaluated by our staff, who specialize in the assessment of dyslexia,
and a full, detailed professional assessment report sent to you. The report may be shown to your
child's school, and will contain recommendations for learning strategies to raise your child's
achievement to the average for their age.

BASED ON RESEARCH FINDINGS

The Dyslexia Test 7-16 is based on research findings from the psychology
departments of three major universities, and on reliable, validated
standardized tests.

Elements from these findings have been incorporated into our comprehensive
Dyslexia Test 7-16, which also includes a questionnaire for parents to
complete. The questionnaire asks about your child's medical background and
other factors which may have a bearing on whether your child may be dyslexic.

"I have found the test layout to be extremely user-friendly, and easy to follow. The guidelines and
suggestions given helped. It seemed less of a test and more of a game, resulting in more relaxed
'work', and better performance by my daughter, who 'despises' any form of 'sit down and work'
atmosphere, and I must say I thoroughly enjoyed it myself." R.H. (Richmond, Virginia)

RECOGNIZING DYSLEXIA -
DYSLEXIA SYMPTOMS

WHAT IS DYSLEXIA?

Meeting Andy

When Andy's mother first brought him to me to consult regarding tutoring to help him improve his skills in
reading and math, he was reading at kindergarten level despite being a Grade 3 student. When I asked
him to read for me, he picked up a beginning reader and read it even though the book was upside down.
When I tested his letter knowledge, he reversed b and d, p and q and c and f. The numbers 3 and 7 were
also reversed. His formation of the letters r, n, and z was reversed, starting from the right to the left but the
finished letter was correctly formed.

Upon checking his ability to sequence letters, he could not say the alphabet but resorted to singing it and
returning to"A" each time he lost his place. He inserted an "N" after "Y" and before"Z" in his alphabet
song.

When reading, he experienced most difficulty with two and three letter words such as on, in, at, and saw.
He experienced difficulties sequencing letters when spelling even though all the letters ! were there. When
trying to decode words and when speaking, Andy often reverses syllables even though he knows what he
wants to read or say.

He prefers to print with his notebook sideways on the desk and actually has difficulty with the transition to
cursive writing.

In math, he tends to add and subtract from the left column and from the bottom to the top. He needs
constant repetition to retain his multiplication tables and sight vocabulary.

His general knowledge is excellent and he can speak at length about a variety of topics. He is athletic,
bright looking, and very artistic.

Trouble with spelling

Andy has obvious difficulties with spelling. He is unaware that the spelling of certain words is not correct.
The spellings of words he has not studied are not even close approximations and would be unable to be
corrected using a spell check on his word processor, even though I have taught him the correct vowel
sounds.

Examples of misspelled words are:

snow - snoue
with - wach
friends - frens
do - dow
live - lave
when - win
favorite - fret
place - plice
because - backes
why - way
peaceful - pacefeal
soft - sotf
pitch - phitch

Difficulty copying from the board

Andy finds copying from the teacher's board very frustrating.

He said that he looks at a word on the board and then looks down to write it. When he looks up again to
write the next word, he can't find where he was in the note and spends time searching the whole board for
it.

He said it's easy to copy when there are just a few words on the board and when the teacher prints.

It is easier for him when he is in a class with a black board and not a white board on which the teacher
uses markers. A chalky, dusty board makes it hard to read because, "My eyes go different and I have to
focus again."

Andy said that it is really hard to copy when there are distractions in the classroom or when he has to
copy while the teacher is explaining the lesson at the same time.

Once in a while, he gets everything copied. Usually, he doesn't and the teacher makes him stay in at
recess and noon until it's done. If it's still not finished, he has to work at it all day everytime there is free
time.

Flora E. Gillis

Flora Gillis is a student on the Dyslexia Certificate course.

LOWERED SELF-CONFIDENCE IN ONE GIRL

Disliking school

Every morning, Alice will think of all means to avoid going to school by feigning sickness. This battle has
been going on ever since she started school two years ago. Her mother has to walk her to school
everyday to ensure she goes into the classroom.

Alice always sits at the back of the class, slouches on her chair and daydreams. Her book will be placed
on the desk, unopened, as she felt confused looking at the letters jumping around.

She is convinced that she is beyond hope as her teacher and classmates have subtly labeled her as
stupid. She dreads English and will lower her head and slide further down her chair, hoping the teacher
will not notice her.

A couple of times, she was asked to read aloud. She froze in her seat, perspired profusely and
stammered as she tried to make out the words. The whole class burst into laughter.

The only activity she looks forward to is the music lesson as she feels good every time she gets to
perform playing on the piano in front of the whole class.

Her report

In the Semester report to parents, Alices teacher commented: Alice doesnt seem interested in the class.
She yawns and always looks tired. She draws aimlessly on her textbook during the lesson and copies her
classmates work instead of trying out the homework herself.

The teachers spent extra time coaching her during recess and after school but theres hardly any
improvement.

Her work appeared slip-shod and many teachers can hardly make out what she wrote despite giving her
many writing exercises. She was indifferent to correction from the teachers and we couldnt tell whether or
not she understood the concepts. For her own good, we recommend the parents send her to some
special school because we feel she is not ready for the pace of our school curriculum.

Melanie Chong

Melanie Chong is a student on the Dyslexia Certificate course.

A sample from the Dyslexia Test 7-16

Introduction to the test

Our Dyslexia Test is designed to be extremely accurate, yet simple enough to be easily given by
parents at home to children and young people aged 7 to 16.

It consists of reading, spelling and drawing tests, along with puzzles for memory and left/right. There
is also a questionnaire asking you and your child about schooling, health, left and right, getting things
in the right order, and some other areas which cause special difficulty to children with dyslexia. The
test also scans for possible attention deficit and delayed learning. The reading, spelling and drawing
tests will indicate how your child's achievement compares with the average for his or her age-group,
and the questionnaire focuses on specific areas.

When you return the test to us, a thorough analysis will be made of all the information you have
provided, and we will mail you your childs full Assessment Report and recommendations of ways
in which he or she can be helped to come up to the average level for his or her age-group.
Children with learning problems such as dyslexia almost always suffer from low self-esteem, and we
will suggest ways in which your childs self-confidence can be raised, so that they can progress to a
successful future in school and beyond. We will also include a certificate of achievement made out to
your child for his or her drawing work.

Confidentiality and security

The entire assessment is conducted in total confidence, and your child's anonymity is safeguarded
by the use of the mail service rather than the Internet. Although conducted at a distance, the whole
process is designed to be as personal as possible, allowing you to add your comments on the
questionnaire.

How should I start?

Begin by reading through the whole test and, if possible, discussing the different parts with a partner
or friend. You may find it easier for a close relative or friend to give the tests to your child, but a lot of
the questions can be easily answered by the parent/s alone. It might be best to spread the activities
over a couple of days, for example a weekend, and to be sure to do the test when your child is not
tired, for example not straight after a day at school.

Questionnaire and activities

A lot of the questions can be answered without your child being present, and it would be a good idea
to fill those in first. When you come to the activities, try to make them a fun experience for your child,
like doing puzzles together, but not helping with the answer! Maybe a little reward could be promised
at the end to help your child's motivation.

We have tried to make the test instructions as clear as possible, but if you are confused over any
point, please feel free to e-mail us with your question.

Medical

1. Was your child's birth unusual in any way (e.g. premature or lack of oxygen)?
YES NO If so in what way?

2. What was your child's weight at birth? .......................................

3. Is there anything unusual (beyond the normal childhood illnesses) in your child's medical history?
YES NO If so, in what way?

3. Has your child suffered any long absences from school - longer than two weeks?
YES NO If so, what was the reason?

4. Has your child had a recent eyesight test - say, in the last year or so?
YES NO

5. Are there any eyesight problems?

YES NO If so, please describe, and say if your child has to wear glasses, and whether this is
working out satisfactorily. (E.g. Is your child actually wearing them in school, or avoiding wearing them
because of embarrassment or being called names because of having to wear them?)

6. Ask your child if he or she has ever had any difficulty copying what the teacher has written on the
board at school.
YES NO PROBLEMS

7. Have you ever noticed that your child does not hear what is said to them - beyond the usual
absorption in their play?
YES NO

8. Has your child suffered from repeated ear infections, or had been to hospital to have tubes
(grommets) inserted in the ear at any time?
YES NO If so, please give details (and at what age).

School

1. Is your child experiencing low self-esteem about school work?

YES NO

2. Has your child ever been reluctant or unwilling to go to school, or experienced a nervous
stomach ache on a school day?
YES NO If so, please say when, and the reason if you found it out (e.g. on Fridays when there
is a spelling test).
3. Does your child have difficulty reading aloud?
YES NO

4. Does your child have difficulties with spelling?

YES NO

5. Does your child have difficulty working with numbers?

YES NO

6. Does your child get confused about following two-step instructions? (e.g. Go to my bedroom
and bring me the bag that's on the floor by the window.)
YES NO

7. Are there any concerns which have been expressed by a teacher about your childs learning,
either in school reports or on parents evenings?
YES NO If so, what were they?

8. Has your child ever said that he or she finds any part of school work hard?
YES NO If so, please describe (e.g. doesn't like spelling tests).

9. Is your child slow to finish his/her work in school?

YES NO

10. Have there been any changes of school beyond the normal (e.g. if you moved house)?
YES NO If so, at what ages, and how many moves?

11. Has your child ever been referred to a psychologist or similar agency?
YES NO If so, please give details.

12. What is your childs attitude to reading?

DISLIKES NORMAL ENJOYS

13. What is your childs attitude to writing?

DISLIKES NORMAL ENJOYS

14. What is your childs attitude to spelling?

DISLIKES NORMAL ENJOYS

15. What is your childs attitude to math/maths?

DISLIKES NORMAL ENJOYS

16. What is your childs attitude to physical education?

ENJOYS NORMAL DISLIKES

17. What is your childs attitude to art/drawing?

ENJOYS NORMAL DISLIKES

18. Have you noticed that your child sometimes misses out words when reading?
YES, OFTEN YES, OCCASIONALLY NO

Left and right

1. Is your child left-handed or right-handed?
LEFT-HANDED RIGHT-HANDED NOT CLEARLY LEFT- OR RIGHT-HANDED

2. Is anyone else in the (blood-related) family left-handed?

YES NO If so, who?

3. Say: " Show me which foot you kick a ball with."

LEFT RIGHT

4. Give your child a rolled-up piece of paper - and ask them to look at you 'through the telescope'.
Note which eye your child uses.
LEFT RIGHT

This page is just a sample from part of the Dyslexia Test 7-16.
It is not a dyslexia test.

ABC's to helping the dyslexic student in the regular classroom

Frequently in the regular classroom dyslexic children suffer. Due to lack of understanding of the
students learning process the educator may see the student as slow and unmotivated. These
misconceptions may lead to low self esteem of the dyslexic student. Once there is understanding of
the dyslexic student and the learning process there are some ways to help the
dyslexic student in the regular classroom. Here are five quick tips that help both
the educator, and the student.

A - Accentuate the positive:

Accentuating the positive increases the dyslexic student's motivation. Dyslexic
students learn differently. If there is a certain assignment that is completed, yet not in the exact way
as instructed, be sure to accentuate the positive. This will help you instruct the student's completion of
the assignment in a motivating way. By letting the student understand the requirements in a positive
way this will give the student corrective instruction without frustration.

B - Be Understanding:
Understanding your students needs is important. Many times the dyslexic student may appear
unmotivated or slow. Due to lack of understanding these misconceptions can lead to frustration and
low self-esteem. If the educator understands the learning process in a dyslexic person, this can help
the student's esteem knowing that their teacher understands their particular circumstance.

C- Communicate with your student:

Communication leads to academic improvement. Schedule frequent meetings with your student. Talk
about their improvement, and where they may need improvement. Ask your student what learning
techniques may work best for them. Communicating with your student helps their confidence and
motivation.

D - Develop a Plan:
Developing a plan can help the student set goals. Sitting down with your student, and developing a
plan will help the student achieve their goals. Helping your student achieve their goals this will help
the student realize their capabilities and increase motivation for learning. These four tips will help the
dyslexic student's experience in the classroom. If the educator understands the dyslexic student and
incorporates these tips there is a possibility of improvement with the student.

E - Encourage:
Encourage your student. Having a learning disability can be a frustrating process. We all know a little
encouragement can go a long way.

F - Follow up:
Schedule a time with your student so you can evaluate their progress. During this time allow your
student to express concerns about learning and class work. Make sure they conduct a self evaluation.
This will enable them to understand and analyze their learning process.

G Goals:
Set goals for your student, and allow your student to set goals for themselves. Once the goals are set
give your student a timeframe. Once the goals are met, meet with your student and discuss their
progress. This will allow your student to develop the importance of planning, goal setting, and
organization. Set both long term and short term goals.

H Homework:
Do your homework. Dyslexia is a learning disability be sure as an educator you do your research and
understand the learning process of the dyslexic student. Don't limit yourself to the age range that you
are teaching, understand that you are helping your student develop into adulthood, this is part of your
responsibility along with the parent to nourish and educate a successful individual.

I - Intelligence: Explain to your student the different types of intelligence. Emphasize the strong
points of the particular type of your students intelligence. Allow your students to complete projects
geared toward their intelligence. This will boost your students self - esteem.

J - Journal: Journaling can help everyone. Tell your students to journal. Ask them to write about their
goals, accomplishments, and fears. Teach them that their journal is their safe place to express
themselves without fear, judgment, or ridicule. This will improve their writing and creativity.
Journaling also gives students a safe place to express themselves.

K - Knowledge: Knowledge never ends. Encourage students to think outside of the box. Tell them
that knowledge never has or will have a stop sign. There is always room for growth and knowledge.

L - Love: Teach your students to love themselves, and know that they are loved. At a young age
children tend to judge themselves by their grades, encourage their talents and character development
as a person. Tell your student that it is important to do their best but at the same time, a letter defines
no one, encourage parents to teach this at home.
.

Yvelette M. Stines
E-mail: stinesym@yahoo.com

MULTI-SENSORY TEACHING METHODS

Studies from the National Institutes of Child Health and Human Development have shown that for
children with difficulties learning to read, a multisensory teaching method is the most effective
teaching method.
This is especially crucial for a dyslexic child. But what does it mean?

Using a multisensory teaching approach means helping a child to learn through more than one of the
senses. Most teaching in schools is done using either sight or hearing (visual or auditory sensations).
The childs sight is used in reading information, looking at diagrams or pictures, or reading what is on
the teachers board. The sense of hearing is used in listening to what the teacher says. A dyslexic
child may experience difficulties with either or both of these senses. The childs vision may be affected
by difficulties with visual tracking, visual processing or seeing the words become fuzzy or move
around. The childs hearing may be satisfactory on a hearing test, but auditory memory or auditory
processing may be weak.

VAK Modalities

Multisensory methods are also known as VAK Modalities:

The three modalities of learning styles have been summarized by the acronym VAK, for:
Visual,
Auditory, and
Kinesthetic:

1. Visual: That which you see.

2. Auditory: That which you hear.
3. Auditory-Digital: Your self-talk.
4. Kinesthetic: The tactile ... where the child touches and handles objects.

The best teaching method is to involve the use of more of the childs senses, especially the use of
touch and movement (kinesthetic). This will give the childs brain tactile and kinesthetic memories to
hang on to, as well as the visual and auditory ones.

An example

An example will make this clear. The majority of dyslexic children experience confusion over the
direction of b and d. They can both be seen as a stick with a circle at its base. But on which side
does the circle sit? A teacher might give the child a tactile (touchy/feely) experience of the letter b by
getting the child to draw the letter really large on the carpet. This will involve the child using their
arms, their sense of balance, their whole body. They will remember the day their teacher had them
'writing' on the carpet with their hand making this great big shape, and can use that memory the next
time they come to write the letter.

Some teachers purchase letters made out of sandpaper so that the children can run their fingers over
the letter b, giving them a strong tactile memory. The thought of it sends a shiver down my spine!

Writing the letter b in cursive handwriting on paper and with a big movement in the air puts a quite
different slant on this letter. The letter starts on the line and rises to begin the down-stroke: there is
nowhere else to put the circular bit but ahead of the down stroke.

Use plasticine, play-dough or clay

Yet another way to give a strong tactile memory of b is to make the letter out of plasticine, play-dough
or clay.

A commonly used trick to remember the direction of b and d is to show the child the word bed on a
card. This word begins with b and ends with d, so that if you draw a bed over the letters, the upright
part of b will become the head of the bed, and the upright part of the d will become the foot. You can
draw a child lying on the bed to complete the picture. This gives a strong visual memory for the child
to use each time the letter has to be written.

You can also show the child how to hold up their index finger on each hand, with the thumb and
second finger touching, making the word bed, but without the e. If they learn to do this, they can
make this shape discretely with their fingers each time they need a reminder in class.

The net result of these activities will be that a child has a visual memory from seeing the letter, an
auditory memory from hearing the sound it makes, a tactile memory from writing the letter in cursive
handwriting, in the air, and from touching the sandpaper letter, and a kinesthetic (body movement)
memory from having drawn the letter really large on the carpet. Altogether a multisensory experience!

This tried and tested method has been used successfully for a long time, and its success lies in the
fact that the dyslexic child is not limited to visual and auditory experiences but can make use of other
areas of the brain in trying to establish clear memories of letters, words and numbers that are difficult
to remember.

John Bradford (with apologies for my drawings!)

2008

References
VAKT Reading Method - Visual-Additory-Kinesthetic-Tactile Method - V.A.K.T.

Every Student Benefits From Multisensory Education (Orton-Gillingham)

NICHD Reading Research Offers Crucial Data for Educators

Dyslexia Action Literacy Resources (UK)

Free 'b' and 'd' Exercises

Feedback

I was on your site today. I am a great-grandparent by marriage working once a week with a soon to
be 9-year old. These two little "tricks" will help me immensely as I work with Maranda. Thank you,
thank you!
Sending smiles! (A.R.O.)

You mentioned that some parents/teachers had the children use sandpaper letters
to give them another sensory approach to letters and you cringed at the thought. I
am a Montessori pre-school teacher and the sandpaper letters (and numbers) are part of pedagogical
materials that Montessori designed. These letters and numbers are made of sandpaper that are the
equivalent of an emory board used to file your nails - very fine sandpaper. In addition to using the
fingers directly on the sandpaper, velum paper can be placed over the letters to help the pre-schooler
"feel" the letter as they trace over the letter, sending a vibration up the arm and to the brain. If you are
not familiar with Maria Montessori, she initially developed her materials and methods to foster learning
and self-esteem to children that were deemed "unteachable" and realized they would
work for "normal" children. (M.P.)

I would like you to know that I have tried the suggested method of 'bed' with one of
the children and it has helped him tremendously. (D.M., India)

We have made words and letters in various ways and used plasticine. This was
quite successful but it does go hard after a while. We have also used pipe cleaners. These are easy
to bend into shape and very tactile. They can be carried with us on holiday etc and are not messy or
sticky. My 11-year old daughter enjoys making letters with pipe cleaners. When making words she
uses only one color. She has a very good visual memory and can recall the color used and how it felt.
When she has made words or letters we feel them with our eyes open and closed. She seems to
be able to store the words in her memory best with her eyes closed. (R.H., Switzerland)

I was working with a child who found it hard to form the letters in the correct way, they were
upside down, backwards, bits were missing etc. He did not have a strong grasp of how letters
should look. I took some pipe cleaners and used them to form the letters (in both upper case and
lower case form). The letters for the lower case were a little difficult as we bent them to show the letter
in its cursive form.
The child said the letter name and letter sound as we did this. Once we had worked through all of the
letters, the child drew around each one and illustrated it. The child had to think of an original
illustration that they would remember (e.g. not a for apple). We then stuck on the pipe cleaners onto
the correct page for each one. This was made into a book for the child to take home and use
whenever he needed to remind himself how the letters should look. Because the pipe cleaners were
stuck onto the page, he could trace over it with his finger which helped
improve his memory of how it should look. He now does not have a problem
with drawing the letters. (J.S., Sheffield, UK)
DYSLEXIA ASSESSMENT
FINDING A TEST
There are two types of tests for dyslexia: screening tests and assessments by a
psychologist.

Screening tests
These tests are designed to be used on very large numbers of children, to narrow down the
group of children who might need a more thorough test for possible dyslexia. They are not tests
for dyslexia, but are designed to help teachers focus on children who might be dyslexic.

Screening by questions
One well-researched list of questions for parents is reproduced
below (From Direct Learning).

If you answer 'Yes' to four or more of these questions, then the child
or teenager may be dyslexic, and we recommend that he or she has
a full individual assessment:

Are there any family members who experienced difficulty

learning to read or spell when they were at school?

Is your child experiencing reluctance to go to school or

feelings of failure at school?

Does your child have difficulties with spelling?

Does your child miss out words when reading?

Does your child have difficulty reading aloud?

Does your child sometimes skip lines when reading?

Does your child experience difficulty copying from the

board?

Does your child get confused about following instructions,

for example when playing a game?

Is your child unable to count backwards from 100 down to

0?

Is anyone in your family left-handed?

Children selected by this method could be having problems with their learning for any number of
reasons - emotional problems, confusion caused by a change of school, Attention Deficit
Hyperactivity Disorder (ADHD), delayed learning, autism, dyspraxia, and possible dyslexia.
Screening tests like these cannot be seen as valid tests for dyslexia, but they are very helpful in
indicating the need for a further assessment.
Screening Tests Using Computer Games
Computer games such as Lucid and Smart Cat are attractive to children. The short games which
children play (on their own) on a computer allow their abilities to be measured, especially in the
areas in which dyslexic children struggle. These include short-term memory, reading, spelling,
sequencing, and non-verbal memory.

Computer games like these are convenient for giving tests to a lot of children - perhaps a whole
class - but should be seen not as providing an assessment of dyslexia, but as identifying children
who may need a further assessment by a psychologist.

Comprehensive testing by a psychologist

Psychologists operate either through schools or privately.

A pupil may be seen by a psychologist in school if the principal/headteacher recommends it and

the parent/s agree. The psychologist has to be paid by the school authority, and there are
constrains on the amount of money that is available for psychological testing.

Assessment by the school psychologist seems to be the method that works for the majority of
children in some countries, though we do hear of a lot of parents who are dissatisfied with the
process. More than one parent has reported that their school denied that dyslexia existed!

Some parents seek a private assessment by a psychologist. Although expensive, this is more
straightforward. It is quite common to pay around a thousand dollars (over six hundred pounds)
for a private assessment, but the costs seem to vary from one country to another. The
assessment takes a few hours, and a detailed report will analyze the child's strengths and
weaknesses, which can assist in defining a child's IEP. Although assessments are thorough, few
psychologists provide detailed recommendations for improving the child's learning skills. This is
the responsibility of the Resource Specialist teacher.

Whatever method your school decides upon for a child, all the recent research indicates that the
younger your child is tested the better: the sooner the diagnosis of dyslexia is made, the sooner
the child starts to develop the appropriate learning strategies and raise their level of achievement
in school.

Juliet Freud
June 2009

TEACHING PHONEMIC AWARENESS

To assess the skills needed I do a simple phonic spelling test. Where the group are found to have
similar needs we work together using a range of games and activities. The children's individual needs
are then targeted on their I.E.Ps and worked on in a one to one situation. The
learning objectives are then divided into three sections;

Learning and saying.

Identifying phonemes and spelling.

Recognising letters and reading.

To begin with I ensure the children know all the letter sounds beginning with the vowels. The children
particularly enjoy learning a 'vowel rap'. When they know it well they are keen to go back to their class
and perform it to the rest of the class. This helps build their self-esteem and confidence; they have
learned something their peers don't know.

We then continue learning individual letter sounds [phonemes] and consonant digraphs. The children
like to use these 'special' words and again take them back to class.

We then play games listening for phonemes and also their position in the words using a 3-,4- or 5-
phoneme frame, [depending on how many phonemes are in the words.] The children slide letter cards
in and out of the frame.

b a ck
Another activity that has proved extremely useful particularly when introducing children to the Ace
Dictionary is a phoneme count game. This has helped when listening for the syllables in words. It
makes the children listen carefully to the sounds and to count, clap or tap them out. When making the
sounds of the letters I encourage the children to hold their faces and feel the shape their mouth is
making when they are saying the sound. They also look at each other to see the shape their mouths
make. This then leads on to using rhythm and rhyme. They like the feel of the sounds on their tongue.

After working on a new phoneme we play 'I went to the supermarket game, which I have made
into I went to Mrs.M's room and found these words with. ? . phoneme'. The children
then think about and recall the phoneme we have been working on. As we go round the children must
concentrate and listen to each other in case anyone needs any help.

We then progress to looking for the letters making the sounds in short pieces of text [from a
photocopiable scheme specifically for this purpose] highlighting the words as they find the letter sound
or pattern we are looking for. The reading recovery scheme I use has texts that are phonically based
and we scan the texts/stories to look for and sound out the phoneme in question. Using a traffic light
system and blank cubes with appropriate phonemes written on them in red, orange and green. We
use 2or 3 cubes depending on how many phonemes are in each word. The children roll the dice and
the green lettered cube starts the word, the orange is the middle and red stops the word. They then
have to sound out the phonemes and decide whether the cubes have made a word or not.

Using magnetic letters on a large magnetic board and digraphs stuck together has also been a
success. The children have learned to listen to the sounds and have realised that by changing one
letter they can make another word.

By Sue Maddox, a student on the Dyslexia Certificate course.

Extended 'I-spy'
I decided to make a slightly different 'I Spy' game for my pupil, as she has a very short attention span
and responds better to games with visual clues.

I have made a set of pictures (I now have about 75 of them!) using the computer, so there are at least
two pictures for each letter of the alphabet. I have laminated these and cut them out.

I spread out about 6 to 8 of these at a time, on the table in front of the child. I then show her a letter
(one of the plastic ones we use for sequencing the alphabet).
We talk about what the letter says, what sound it makes, she used to need a lot of support with this
but can now identify each letter sound for herself. Next we look at the pictures, saying their names as
we identify them in turn so she can hear the initial sounds too, I then ask her if she can find something
on the table that begins with the given letter.

We then set the pictures out underneath the letters as we go. My pupil really loves this game and she
often requests the game as a reward at the end of a lesson.

I make the game as multisensory as possible, looking, listening, feeling the letter and writing it,
saying the letter sound.

Sometimes she takes it home to play with her Mum and brother and has also played it with some of
the younger children in the class, with my pupil as teacher! All in all a very successful game.

By Sue Shaw, a student on the Dyslexia Certificate course.

Posture and Pencil Grip

'After observing L.T. I could see he portrayed posture problems that were affecting how he was
writing.

L.T. writes with his right hand but was holding his head with his left (spare) hand. He also would come
home many days from school with complaints of head and neck ache. He also positioned himself
sideways on the chair whilst doing his written work.

Sitting down with him at the table I discussed with him my observations of how he sat to do his work
and showed him how to sit straight with legs to the front under the table. Then I got him to hold his
pencil with his right hand, his grip seems fine. With his spare hand I got him to hold his worksheet
which also was adjusted slightly to the left and told him to hold the page above the point where he
was writing.

With immediate effect I could see a difference in his handwriting being a lot clearer and neater. I
praised him for doing such a great job and encouraged him to keep this up with his "new" writing
position. He has not complained of head or neck aches since. A huge improvement has been noted at
school as well as at home and it is obvious that L.T. likes this positive attention. Hence he has not
needed to be reminded to use his "spare" hand.'
(C.E., Prince Edward Island, Canada, a student on the Dyslexia Certificate
course)

Dyslexia Treatment:
Hints and Tips

In the treatment of dyslexia, a whole range of techniques can be used. Send us your
methods, little tricks you have developed, and other hints and tips you find helpful in
teaching and supporting a dyslexic child. (You may choose to remain anonymous.)

The Goldfish Room - Our Special Needs room is referred to by all as the Goldfish Room on
account of the tankful of exotic fish in the corner of the room! Our special needs children are
always happy to come, and the other children even get a little jealous!
(V.L., Hampshire, UK)

Helping with organization - It is clear that G has problems with organization by looking at his
desk or opening his locker where you will find loose papers and it is impossible to find anything.
During lessons G struggles to get organized and often spends five minutes looking for his
pen/pencil. The same theme follows through with gym, when he can often be without an item of
clothing.
At the start of each lesson I am now prepared with pens/pencils, which appear
on the desk when he is looking for his, like magic!

After talking with G I have taped a copy of his timetable onto his desk, so he
can prepare for the lessons ahead.

G also has problems with his homework, copying incomplete instructions.

When possible a teacher writes it down for him, or uses a handout. Instructions
are left on the board in the same place each day. Partners also check each others work.
Feedback from this has been positive; more homework is being completed correctly and on time.
(R.L., Barcelona, a student on the Dyslexia Certificate course

Pupils highlight their spelling errors - One of my students used to sigh and begin to switch off
every time I mentioned her spelling mistakes, so I changed it around and put her in control by
suggesting she highlight any words she felt might need checking. We looked at the ones she had
highlighted and ignored the other mistakes. It had a very positive effect on
her attitude, as she was being her own critic rather than the teacher. (V.L.,
Hampshire, UK)

Reading using a pencil - When I read with a dyslexic child I use a pencil , moving along under
the words. The child may read a word incorrectly but if my pencil remains on the word, he knows
he has made a mistake and more often than not he reads the word again
correctly. (L.P., Cardiff, Wales)

Sound Hopscotch - Find an empty space large enough for a child to jump
or run. Then, you can draw a few boxes with letters on the floor using the chalk, like the example
here.
Tell the child that you will call out the sound (not the letter name). For example, do you have 'm',
do you have 's'? The child has to respond by jumping into the correct box when he or she hears
the sound. Play until the all of the letters are done and rewards the child each time he or she
jumps into the correct box. Praise the child at the end of the game. (Y. H. H,
Malaysia, a student on the Dyslexia Certificate course )

Good News/Bad News - In the school where I work we have a "good news/ bad
news" sheet. The childs name is put on the sheet and they can be put forward for a
prize from the "goodie tin" which contains small sweets and small prizes such as
notepads or pencils etc. Any pupil can be nominated and for any reason: it could be arrival to the
class on time with the right equipment, good effort, drawing a good picture to go with an exercise
in their book, etc. - nything that will emphasize their strengths or good behavior. They come out
of their class to see the Head of Learning Support and she lets them chose the prize that they
want, and gives them verbal praise. No child has yet been put forward under the "bad news"
heading. (J.D., Penarth, Wales)

Using Scotch tape - Sellotape - We used a number of multi-sensory approaches, one of them
Scotch tape/Sellotape. We have used this simple but very effective material to make numbers
and letters on the rug on the floor. It was very helpful for my son to approach this method with
numbers and letters he used to keep reversing. The physical act of creating a
number with the tape would jog his memory every time he would have to write
it on paper. (Y.Z., London, UK)

Famous dyslexic people - I did this exercise with all the nine children that I
work with. I took children out in pairs and allocated them a famous person. We then talked about
that person and what they became famous for and I pointed out some of the similarities between
the famous person and the children, e.g. Leonardo da Vinci was a fantastic painter and that the
two children I was working with at that time really enjoyed art and found it was one of their best
subjects! After we had a discussion about the person I then asked the children to search the
internet (under my guidance) to find pictures of that person so that we could make a display that
all the children in the school could benefit from. The display contained different people that the
children had heard of from all walks of life, but particularly from areas that my children liked or
excelled in ie: music, sport, art, etc. Each famous person was given a speech bubble with a
statement in it ie: I found this hard I struggled with this, I took longer than my friends, I often
wanted to give up, I couldnt understand how everyone else found it so easy, Sometimes
thing are in a muddle. Then in big writing the question on a lift-up flap: What are all these
famous people talking about? And underneath Reading. This task not only made the children
feel proud to be part of a display for the whole school but also showed them that just because
you struggle at school doesnt mean you cant go on in life and do well. (C.B.,
Surrey, UK) Famous Dyslexic People

Information for parents - I offered to find out for Louise's parents information
about the nearest Dyslexia Centre and local support groups, as I felt that talking to
other parents of dyslexic children would benefit, help and support the whole family.
I rang up the local Dyslexia Centre. They sent me details of their courses and local support
groups which I passed on to Louise's parents. I also wrote down relevant websites. A few days
later Louise's mother eagerly told me that she had already signed up for a two-day workshop at
the local Dyslexia Centre. She said she found the websites particularly useful as she was able to
access the information when it fitted in with her. Because of her enthusiasm I made several
posters giving contact names and numbers, websites and the National Dyslexia Association
address and telephone number. I put the posters in the staffroom, on the parents' noticeboard
and in the school entrance hall. (J.E., Surrey, UK)

Say each word they hesitate on - Since the beginning of the school year I have had reading
groups each day, separating the class into small groups in which the students are all reading
about the same level. One group (usually made up of 4 students) was struggling through each
word. I tried to coach them through the words to the frustration of everyone. After each story, not
one of the students could say what the story was about and they could not keep their place while
others read. I started saying each word they hesitated on and instructed the parents and my
helpers to do the same. As a treat at the end of the session, I will read a page or two to them. It
was hard for me to overcome old habits, but there has been such a positive change: I have had
several parents tell me they have noticed their childs reading improving. I have noticed the
students are not asking to leave to go to the bathroom, get a drink or go to the office because
they dont feel well. They seem to actually enjoy the time and eventually pick the word up when it
is repeated throughout the story. (R.J., Oregon, USA)

Sitting at the back of the class - Jason tends to choose to sit near the
back of the class. I noticed that he screws up his eyes when trying to
find his place on the whiteboard. Jason takes longer than other children
to finish copying from the board, making spelling errors, missing out
words and whole lines. Often Jason does not finish copying from the
whiteboard before the work is rubbed off and so he tries to copy from whoever is next to him.
Sometimes his mother comes in to get the week's homework spellings because Jason had not
finished copying them from the board at the end of the day. Jason told me he sat at the back
because he didn't want to read out aloud or answer questions. I made the teacher aware of
Jason's comments and my observations and she is going to encourage him to sit near her in
class. (J.E., Surrey, UK)

Copying from the board - Tom is a slow writer: very often he cannot copy down all the
homework from the board. He says that his teacher writes the homework towards the end of the
lesson. She also writes in cursive handwriting. He has difficulty with understanding everything
written down on the board and then copying it. When he gets
home he cannot understand the exact homework to be done, so
his homework is incomplete or not done. I spoke to his subject
teacher and explained to her about his problem. Now she gives
the homework early on in the lesson, so that he has enough time
to note it down and also ask any questions about it, for example,
if he does not understand her handwriting or the content of the
homework. (L.T., Mauritius)
Teachers Can Email Homework - It is best to provide handouts for homework. You dont even
need to single children out here and make them seem to be getting special attention - you can
provide everyone with a handout. Perhaps photocopying is a problem in some
schools so I email homework to my students to save paper. (S.D., Mexico City)

Reading a part in a play - Mark desperately wanted to join in and read a

character from a play during an English lesson but didnt have the confidence to do so. I spoke
to the English teacher after the lesson had ended and arranged it so that he could take the book
home and practise reading with his parents. At the next English lesson, he read with confidence.
He said he had thoroughly enjoyed participating and had a great feeling of achievement. (N.A.,
Kent, UK)

Fishing game - Sam and I use a 'Fishing Game' to learn new words. Newly learned words are
written onto cards shaped like fish. A paper clip is then attached to each card. These cards are
later strewn into a large cardboard cover (this is the 'pond') Sam holds a rod with a magnet tied
to the end of the line. When the game starts, his job is to catch a 'fish' and read the word written.
He keeps the 'fish' when he correctly reads the word. (M.H.C., Singapore)

Interactive whiteboards - At the school I teach in, we have interactive white boards in each
classroom. I have found that along with all the other benefits of these, an added bonus is when it
comes to copying from the board, I can simply print the screen for those who find this difficult.
This has also been useful when homework needs to copied down, it is
quickly and legibly able to be put into their diaries! (R.D., Suffolk, UK)

The Reading/Book Corner - Reading in the wrong environment can

seem so daunting to a dyslexic child. Our Reading/Book Corner has
been designed by the pupils themselves, with comfortable seating, colourful posters and
essentially a screen separating the corner from the rest of the class. The brightly painted
bookcase holds carefully selected reading material, categorised and labelled by the children
themselves. They have mutually discussed and agreed rules including 'No Noise'! It is their own
space, a safe, comfortable, and peaceful area, where they can read without feeling ridiculed.
This corner is used for independent reading, peer reading, and Small
Group Discussions, providing an excellent 'chill out', relaxed,
environment.(S.D., Kincardineshire, Scotland)

Telling a child the words they cannot read yet - I was hearing Peter
read and telling him any words he hesitated on. Peter made a deal with me that I will only tell him
the words that he genuinely had problems with. He would tap my hand and I would read him the
words he had a problem with. (H.N., New Delhi, India)
 TEACHING METHODS
LETTER AND NUMBERS WRITTEN BACKWARDS

Andrew reverses b/d, p/q and several numbers. His reversals are not consistent.
He has difficulty with sequencing tasks in general, and with directional/positional
concepts.

In addition to 'tracing' with his finger in the air and on carpet squares, he is using water brushes
(painting with clear water) to write letters very large on the chalkboard.

He is also using sidewalk chalk to write letters very large on the driveway.

When he writes on the chalkboard, I have him erase his letters by tracing them in the same
motor pattern as he wrote them. The erasing leaves a negative shape on the board and then
Andrew traces that with his writing finger.

Since we cannot always face the same direction when we do our writing, Andrew wears a
friendship bracelet or a watch on his left-hand and I place a green dot (for Go) in the upper left
hand corner of whatever writing surface we are using.

One very successful activity is to have Andrew write the letter or number we have practiced on
unlined paper with his eyes closed. He always gets it right and is very pleased with himself.

Jo Ann Palmenti

(Jo Ann is a student on the Dyslexia Certificate course.)

TEACHING METHODS FOR DYSLEXIC CHILDREN

The outstanding teachers of dyslexic children have something in common: they see themselves
and all the children as interesting, worthwhile, capable, trustworthy people who are eager to
learn.

Each one of them sees each child in a positive way.

Not one of these teachers ever comes to school empty-handed! They

bring things that they themselves consider interesting. Somehow they
impart this interest to the children. This is not an isolated 'Show and tell' time, done to relieve the
regular curriculum. This is the curriculum!

We all need to be appreciated and you will be enthusiastically greeted and appreciated if you
become known as a person who brings a piece of your outside world into the school each day.

We need to resist the temptation to lecture about it. Use it. When a child asks what it is for, say,
'Watch!' and go on using it.

For these children, the brain is not neatly divided into two areas, which can separate and deal
with stimuli. Mixed dominance is characteristic of dyslexia. For a person with mixed dominance,
merely listening, reading and writing do not accomplish learning effectively.

There is a greater need to bring another skills, activities involving body movement, touch, taste,
smell, color, patterns and self-expression.

Learning is not talking and listening, it is doing! Unless these children are involved with all their
senses they are apt to lose interest.

The process of learning is not just logical, it is sensual.

It is up to us to see to it that the stimuli we present have
personal meaning.

We must bring the real world into the classroom. We

can let the children do something, and then see if we
can help them generate a personal reaction, which can
be written down.

There is no love in workbooks and no personal meaning

in a sentence made up by the teacher and copied off the chalkboard by the children. In essence,
a holistic approach is needed to ensure that the best possible attempt has been made to ensure
the fullest level of understanding.

Because dyslexia can affect many areas of language and thus it can have an impact on all
subject areas, teachers must be aware how to present information, how to help students interact
with information and how to evaluate acquisition of information.

When we teach students with dyslexia we cannot forget their learning style, to involve the
student and as much as is possible use multi-sensory teaching methods and have a varied
teaching.

We need teach students to use logic rather than rote memory because as we know short-term
and long term memory is a common area of weakness for dyslexics although most of them have
o good intelligence.

Present material sequentially, start from the very beginning and build slowly, step by step.

People remember best when facts and experiences are connected with one another and when
the material was present in small units. 'Less is better'.

Then encourage students to practice, practice and every time you start a lesson make a review.

Another aspect of importance one must be consider is to help students organize time and space.
Be aware of the emotional climate, individualize instruction, related subjects and the most
important thing, enjoy and laugh a lot.

All of these principles are simple and basic, but they are also very powerful. They will allow you
to open the windows of success.

Maria Filomena Teixeira da Silva

E-mail: mfilomenats@aol.com

(Maria is a student on the Dyslexia Certificate course.)