Posts

How Is Dyslexia Different From A Learning Disability?

/in /by

A mom of a 7 year old boy named Javier recently asked me, “How is dyslexia different from a learning disability?”  This was a great question because sometimes the public school staff don’t like to use the word dyslexia.  Instead they use the words specific learning disability.  The term, “dyslexia” is in Florida’s law for qualifying children for special education services and an Individual Education Plan (IEP).

What is Dyslexia?

Dyslexia is a type of a learning disability that affects a child’s reading and spelling.  One key feature of dyslexia is a processing problem with phonological processing.  This is understanding the sound system of language and is a prerequisite for a child’s phonics development.

The International Dyslexia Association and the National Institutes of Child Health and Human Development define dyslexia as, “Dyslexia is a specific learning disability that is neurological in origin.  It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

Here’s a quick comparison of what dyslexia is and is not.

Dyslexia is:

A type of learning disability
A neurological disorder
A confusion with the sound system of language
A deficit in phonological processing
Something that requires a specialized reading instruction

Dyslexia is not:

A medical diagnosis
Only reversing letters or numbers
Temporary
Identifiable by one test
A myth

Testing Helps Identify if Your Child Has Dyslexia

It’ s important to identify if your child’s struggle is dyslexia because he or she needs to be taught how to read in a different way.  The primary specialized approach and gold standard for teaching dyslexics to read is called Orton-Gillingham multisensory reading instruction.   Dr. Samuel Orton and his student, Anna Gillingham, were pioneers in developing a specialized approach for helping dyslexics read.  This approach works but takes 18-36 months of instruction.

Call us if you are concerned your child’s reading struggle might be dyslexia.  We test children for dyslexia from ages 5.5 through college. Dr. Jim Forgan is a licensed school psychologist and certified dyslexia testing specialist.  Call (561) 625-4125

Stealth Dyslexia Testing

/in /by

Stealth Dyslexia Testing in West Palm Beach, Florida. Stealth dyslexia is  hidden form of dyslexia and children with stealth dyslexia often have above average to gifted levels of intelligence and other natural strengths such as a strong memory that help them compensate.  These children often ‘mask’ their dyslexia. Additionally, a child with stealth dyslexia living in a supportive home environment may go undetected for a longer time because of strong parent or tutor support.  Nevertheless, it’s important for parents to trust their instinct because, in my experience, a parent’s intuition is highly accurate.  If you have concerns about stealth dyslexia or another possible learning issue, have your child tested and give yourself peace of mind.  You can rule stealth dyslexia in or out and gain knowledge about how to proceed.

The Stealth Dyslexia Process

A stealth dyslexia testing evaluation takes approximately four hours. There is no one test for determining stealth dyslexia so a group of tests is used during testing.

The process for stealth dyslexia testing includes:

  1. A review of past records, educational performance, and history
  2. A parent meeting
  3. 4 hours of testing with the child which includes:
    1. An IQ test (children with stealth dyslexia are often very intelligent)
    2. Tests of visual-spatial processing (children with stealth dyslexia are often strong in these areas)
    3. Tests of auditory and visual memory (children with stealth dyslexia often use strong memory to compensate)
    4. Tests of auditory discrimination
    5. Tests of phonological processing
    6. Reading aloud and silently
    7. Reading nonsense or made up words
    8. Spelling tests of real and made up words
    9. Self-esteem testing
    10. Many others… depending on your child’s unique needs.
  4. A review meeting including a written report with specific recommendations.
  5. A follow up check in.

The stealth dyslexia evaluation helps identify the best reading program to use with your child because you want to identify the breakdown and provide the right type of support.  Kids grow and develop fast so you don’t want to lose valuable time doing things that don’t help fix the core issue. Use the contact form if you would like to schedule or if you have questions.

Some Frequently Asked Questions about Stealth Dyslexia Testing

1. Does insurance cover testing?  No.

2. Is testing in one day? Testing is 2, 2 hour sessions. For teens 16 and older it can be done in one day.

3. Can you test for more issues than just stealth dyslexia? Yes, I also  test for other learning disabilities, ADHD, processing problems, IQ, and other areas depending on each client’s needs.

4. What age can you start testing? I begin at 5.5 years old and continue through adulthood.

Ready to Schedule? Have Questions?

Call 561-625-4125.

 

 

Dyslexia Affects Kids

/in /by

We evaluate children for dyslexia, dysgraphia, math learning disabilities, processing disorders, ADHD/ ADD, emotional concerns and more.  We use neuropsychological tests to help you identify what’s causing your child to struggle and the best steps to take to help.  Saturday testing with an associate is available at no extra charge!

Children with dyslexia can read some but they may not read great or enjoy reading.  Warning signs of dyslexia in elementary students include: slow choppy reading, difficulty remembering the sounds of words, difficulty sounding out words, and poor spelling in everyday writing.  When reading you may tell your child a word only to have your child not recognize the same word on the next line.

Warning signs of dyslexia in older students include: difficulty remembering what was read, slow reading, difficulty telling important information from unimportant details, and spells poorly.  These warning signs do not go away and often get worse with age.  Children as young as age 5 ½ can be evaluated for dyslexia.

Once you know your child has dyslexia you can start providing the best type of teaching.  Children with dyslexia need a reading curriculum based on multisensory teaching principles of Orton and Gillingham.  Simple “extra practice and more repetition” will not sufficiently help your child.  You may see short term gains but no long term solution.

Unfortunately, most public school teachers are not certified in an Orton-Gillingham based reading program. Some will use Orton-Gillingham based materials but may not use them with fidelity.  If your child has dyslexia or severe reading difficulty your child should use the Barton Reading and Spelling System or the Wilson Reading System.  Tell your child’s teacher this and visit the website www.BartonReading.com for information.  You can also call me for more information.

Dr. Forgan is a licensed school psychologist and can evaluate your child for ADHD, dyslexia, and other associated learning problems.

Understanding Your Child Behavior

/in /by
Last month I introduced the general principles that Dr. Mel Levine describes to helping parents and teachers understand differences in a child’s learning. Dr. Levine’s ideas are presented in his book, learning systems everyone has are:

1. Attention Control –The system that controls focus, alertness, planning and completion of tasks.

2. Memory – The system that helps the child store information and retrieve it.

3. Language – The way a child uses words to speak, write, and read.

4. Spatial Ordering – How your child organizes information in visual patterns, seeing how things fit together.

5. Sequential Ordering – The system that helps your child see the steps in solving a problem, follow directions, or manage time.

6. Motor Skills – How your child writes or draws, plays a sport, or ride a bike.

7. Higher Thinking – The system that helps your child solve problems and think critically and creatively.

8. Social Thinking –How your child makes friends, works in teams, and addresses conflicts.

In this column, I discuss the learning system Attention Control, keeping in perspective that these systems are interrelated and all need to work together for learning to occur  (Attentional Control is not necessarily ADHD or ADD).  Attention control is the command center for our mental processes that control learning and behavior. In school students must use their attention skills to pay attention, attend to important information, and produce products (such as tests or assignments) that show what they learn. Different students will show different strengths and weaknesses in this area. Helping students understand their different facets of attention and ways to strengthen all aspects of attention can increase their success throughout life.

For example, if your child has difficulty concentrating try strategies such as having him complete his most difficult homework first, rather than waiting until the end when he, and you, are tired. Give her advanced warning before you transition to a new activity so she can mentally prepare for the adjustment (e.g., “In two minutes it is time to clean up and brush your teeth before bed.”) You can also allow your child to use brief periods of stretching or walking to refresh themselves. For example, your child can complete his spelling assignment, stretch as you lead a game of Simon Says, then return to work to complete a math assignment. Suggestions for teachers include providing frequent breaks during the day such as collecting papers, assisting the teacher, or by having students talk to each other about one or more facts or skills they are learning.