dyslexia

(1) work on reducing the underlying deficits causing the dyslexia — in my dd’s case, severe developmental vision and phonological delays, (2) choose appropriate curriculum materials (such as Reading Reflex) for academic remediation, and (3) homeschool. I measure the success of this strategy by my dd’s ability to learn. For example, on recent Iowa tests she scored above average in reading and reading comprehension for her grade level.

My dd is only moderately dyslexic. In severe cases it might be necessary to go to books-on-tape.

This probably isn’t the kind of response you were looking for. However, I believe the internet empowers parents to do more than just “cope” with dyslexia. I also believe it is the children who end up doing the bulk of the coping, not parents.

Mary

Do your own homework. If you can’t understand the assignment maybe you are in the wrong field.

Could you give me some information on reading reflex, or a website that I can get information about it. thankyou

is a book that costs $16 at most local bookstores. It describes the philosophy and research behind the Phono-Graphix method and provides all information necessary for a parent who wants to tutor a child in reading using PG. I highly recommend it!

I should mention that PG works on developing decoding skills. Although reading fluency and comprehension can improve as a by-product, its primary focus is on improving decoding and word analysis skills. It does this very efficiently and effectively for most children (including dyslexics)!

Mary

Hi,
I finally got an outside eval to verify something I already knew…my youngest son is severely dyslexic. Reading Reflex would not have helped him without doing it intensively, with much
building on prior knowledge, reviewing past knowledge, supplementing with plenty of other materials and practice, AND he
needed to incorporate those large motor skills into the process
for body memory. I am sure it is good to remediate dispedagogia
and those that are mildly dyslexic.
The ONLY year that my son started to make progress (progress=playing catch up to peers/i.e. gaining more than one year’s growth in one year) was in 3rd grade. Why? Because he got more than the norm for our district. I panicked and went into high gear when they threatened to put him into the selfcontained
class because all he wanted to do is sit in the corner and play with trucks! We sent him to a SLP once per week and I worked with him before and after school the first month on work she had
given him to learn how to blend sounds. AFter one month he had it down pat (mastery) and we continued with the SLP for another 1.5 years but discontinued because it was time to make the school pay (due process). That third grade year he also received two periods of resource room with some multisensory/orton methods BUT
NOT a COMPLETE program. In addition, the same resource teacher was pushed into his classroom for another child and he was included in that group for another period. What else you ask?
EVERYONE was actually communicating so that they were on the same
page (regular ed teacher, resource teacher, and outside SLP) and
working on the same skills for constant reinforcement. The regular ed teacher was experienced and a motivated teacher.
This is what he needed to succeed and play catch up…a lot more
than the norm for most schools. HOWEVER, even though his fourth grade teacher was hand-picked his success was not to continue.
He did not learn much in fourth grade where he hit rock bottom.
He’s been in private placement ever since (along with less severe brother) and they will never get him back. We’ve filed for reimbursement every year and do you think they would develop programs for square peg kids…no, my kids are the misfits (what
principal implied when I told him what was working).
Donna