What Is Dyslexia:
1. Dyslexia is a learning disability that impairs a person's ability to read, and which can manifest itself as a difficulty with phonological awareness
2. Dyslexia is an inherited condition that makes it extremely difficult to read, write, and spell in your native language—despite at least average intelligence
3.KidsHealth> Kids> Kids' Health Problems> Learning & Emotional Problems> Dyslexia
Introduction And history of dyslexia The word dyslexia is only one of many terms that have been used over
the years to describe children with literacy difficulties. As recently
as the twentieth century some authors were expressing reservations
over using the word dyslexia to describe this group. Even when the
word dyslexia began to come into general use, many authors continued
to have reservations. For instance, for some, the word dyslexia
was considered to be synonymous with the term ‘specific learning
difficulty’ (Rutter and Yule, 1975), while for others the term ‘specific
developmental dyslexia’ (Pumphrey, 1996) was preferred.
It was not until the publication of the government document, The
Code of Practice (Department for Education and Employment, 1994)
that dyslexia was given official recognition. Even though this official
document seemed at last to be giving official recognition to the existence
of dyslexia, the relevant phrase in the document continued to
reflect some reluctance to accept dyslexia as distinct from other learning
difficulties. The document referred to ‘specific learning difficulties
(for example dyslexia)’. This statement probably reflected the continued
reservations held at that time by several educationalists regarding
the concept of dyslexia. Prior to the issue of this document, the
phrases ‘specific learning difficulty’ or ‘specific developmental dyslexia’
seemed to figure more prominently in the literature to describe
this group of children. Although dyslexia is accepted today as an official
category of specific learning difficulty, there is a debate continuing
among some educationalists over whether any kind of label is necessary
to describe this category of children with learning difficulties.
About Dyslexia:
UNDERSTANDING DYSLEXIA :
The concept of dyslexia has a short history. The term dyslexia did
not come into general use until the late twentieth century. Even when
it became accepted that a discrete group of children with persistent
literacy difficulties existed, it was some time before the word ‘dyslexia’
was accepted as a word to describe them.
Prior to the 1900s the topics of childhood, child development and
how children learn were still the subject of much theorizing, without
the advantage of today’s empirical research methods. A plethora of
terms was used to describe the problem, such as word blindness, or
strephosymbolia. As most children’s learning difficulties were at that
time considered medical problems, the words used usually originated
from medicine. The medical profession played the dominant role in
the area of learning difficulties during those early days.
The first educationalist to investigate individual differences in
children’s academic abilities was Sir Francis Galton (1869). Apart from
the pioneering work of Galton, neither psychology, nor the teaching
profession, was making significant contributions at that time to the
study of the causes of childhood learning difficulties.
Before the twentieth century, children who had literacy difficulties
were considered to have medical problems, or were constitutionally
limited or poorly motivated. Just how these views could have
held prominence is difficult to appreciate today in the light of subsequent
knowledge of child development and how children learn. The
scientific study of child development had not yet fully emerged and
educational psychology was in its infancy. Research journals were few
in number, so even if scientific studies had taken place, there were few
avenues for the dissemination of results.
The situation today, in the twenty-first century, is radically different
from those early years. The development of scientific methods has
allowed investigations into learning difficulties that were not previously
possible. More importantly, scientific evidence for the existence
of the specific learning difficulty termed ‘dyslexia’ is now well established.
Although it had long been accepted that there is a discrete
group of children who have literacy difficulties despite appropriate
learning opportunities, the use of the word ‘dyslexia’ to describe this
group is of relatively recent origin.
The different terms that have been used over the years, together
with some of the significant developments in the short history of the
concept, are outlined in this chapter.
There are several types of dyslexia that can affect the child's ability to spell as well as read.
1.
"Trauma dyslexia" usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. It is rarely seen in today's school-age population.
2.
A second type of dyslexia is referred to as "primary dyslexia." This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls.
3.
A third type of dyslexia is referred to as "secondary" or "developmental dyslexia" and is felt to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys.
Dyslexia may affect several different functions. Visual dyslexia is characterized by number and letter reversals and the inability to write symbols in the correct sequence. Auditory dyslexia involves difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly. "Dysgraphia" refers to the child's difficulty holding and controlling a pencil so that the correct markings can be made on the paper.
What are the signs and symptoms of dyslexia:
Classroom teachers may not be able to determine if a child has dyslexia. They may detect early signs that suggest further assessment by a psychologist or other health professional in order to actually diagnose the disorder. Letter and number reversals are the most common warning sign. Such reversals are fairly common up to the age of 7 or 8 and usually diminish by that time. If they do not, it may be appropriate to test for dyslexia or other learning problems. Difficulty copying from the board or a book can also suggest problems. There may be a general disorganization of written work. A child may not be able to remember content, even if it involves a favorite video or storybook. Problems with spatial relationships can extend beyond the classroom and be observed on the playground. The child may appear to be uncoordinated and have difficulty with organized sports or games. Difficulty with left and right is common, and often dominance for either hand has not been established. In the early grades, music and dance are often used to enhance academic learning. Children with dyslexia can have difficulty moving to the rhythm of the music.
Auditory problems in dyslexia encompass a variety of functions. Commonly, a child may have difficulty remembering or understanding what he hears. Recalling sequences of things or more than one command at a time can be difficult. Parts of words or parts of whole sentences may be missed, and words can come out sounding funny. The wrong word or a similar word may be used instead. Children struggling with this problem may know what they want to say but have trouble finding the actual words to express their thoughts.
Many subtle signs can be observed in children with dyslexia. Children may become withdrawn and appear to be depressed. They may begin to act out, drawing attention away from their learning difficulty. Problems with self-esteem can arise, and peer and sibling interactions can become strained. These children may lose their interest in school-related activities and appear to be unmotivated or lazy. The emotional symptoms and signs are just as important as the academic and require equal attention.
3.The visual theory reflects another long standing tradition in the study of dyslexia, that of considering it as a visual impairment giving rise to difficulties with the processing of letters and words on a page of text. This may take the form of unstable binocular fixations, poor vergence, or increased visual crowding. The visual theory does not exclude a phonological deficit
Condition Of Dyslexia: 
A condition that affects the ability to process auditory information. Auditory processing disorder is a listening disability.[54] It can lead to problems with auditory memory and auditory sequencing. Many people with dyslexia have auditory processing problems including history of auditory reversals, and may develop their own logographic cues to compensate for this type of deficit. Auditory processing disorder is recognized as one of the major causes of dyslexia.[54][55][56][57] Some children can acquire auditory processing disorder as a result of experiencing otitis media with effusion (glue ear, sticky ear, grommets) and other severe ear conditions.
A neurological condition characterized by a marked difficulty in carrying out routine tasks involving balance, fine-motor control, kinesthetic coordination, difficulty in the use of speech sounds, problems with short term memory and organization are typical of dyspraxics.
Research :
Brain scanning or neuroimaging as we know it today began to be developed in the 1980s , 1990s. The present day Brain Imaging Techniques are:
Treatment Of Dyslexia :
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!
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!
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.
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.
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 child’s 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.
Tray game - For this game you need alphabet letters and an assortment of objects. Place one object at a time on the table, together with a selection of letters, one of which is the initial letter of the object (e.g. a plastic dog - with the letters 'a', 'c', 'd', 'h', 'm'). The child must find the letter whose sound the object begins with. Alternatively, you can put out one letter and five objects, the child having to pick the object beginning with the letter. This game can include the use of consonant blends and digraphs as initial, medial or final phonemes.
Sending home a reading book the child already knows - I have found that a good reading experience for homework is sending home a carefully chosen book, which I have used all week for the Literacy Hour. In class the child has had a whole week of fun activities and sensitive support based on and using the book. If the learning experience has been pleasurable, they enjoy sharing the story - which they have become familiar and confident using - with their family at home during the weekend.
The 'bed' trick to help with 'b' and 'd' - My dyslexic students have learned to do the 'bed trick' when confused with b/d. They have learned to make the letter b with their left hand (forefinger comes to the thumb to make the circle of the b while the other fingers are straight) and their right hand forms the letter d using the same method. Initially I taught them they could imagine the 'e' for the word bed between their right and left hands. Quickly they learned to apply this method on their own. Now when a student is confused with a b/d, if they do not do the bed trick on their own, I just ask them to do the trick. When prompted to do the trick they quickly realize they have been using the wrong letter and can determine the correct one! .
Writing in cursive - I have cut pieces of screen and taped the edges with duct tape. When a child has a problem writting a letter in cursive I write that letter on a piece of paper, put it under the screen, and then have the child trace it several times. Then I put a piece of paper on top and have the child write the letter with a crayon. There is a little resistance that adds to the sensation of writing. The kids love it.
Box of Rice - When I was a child my mom filled up a shoebox with rice that she always had on a special spot on the floor. Kids like to sit on the floor, because it makes them feel less like they're working at a desk and less intimidated like I got in a school environment, so this was good for me. I'd go to that spot and write out letters and numbers and sentences very slowly in the rice one character at a time so I really felt the letters. Between each letter you just shake the shoe box a little bit which is also nice because if you make a mistake, you just have to shake it and it's gone; there are no leftover marks from a bad eraser that gets embarrassing after so many mistakes. Also, it's kind of fun to shake a box of rice. It is a great tactile way to learn letters.
MANY PEOPLE WORK ON THIS FOR MAKE THE KIDS FREE FRM DIESEASE
New Dyslexia Theory Blames 'Noise':
Use ful website for dyslexia people :
http://www.dyslexiaaction.org.uk/
NOTE:
there are 40% of child in amarica are suffer frm this dylexia . in our india they also occur and many child and young suffer frm this .when u dont know wht is dislexia you can see the aamir movie taare zameen par
This Are Suffer From This Dyslexia
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Dyslexia
What is it? | What causes it? | How to Identify | Diagnostic Tests | Guide for Parents | Hints for Teachers | Support
1. Dyslexia is a learning disability that impairs a person's ability to read, and which can manifest itself as a difficulty with phonological awareness
2. Dyslexia is an inherited condition that makes it extremely difficult to read, write, and spell in your native language—despite at least average intelligence
3.KidsHealth> Kids> Kids' Health Problems> Learning & Emotional Problems> Dyslexia
Introduction And history of dyslexia The word dyslexia is only one of many terms that have been used over
the years to describe children with literacy difficulties. As recently
as the twentieth century some authors were expressing reservations
over using the word dyslexia to describe this group. Even when the
word dyslexia began to come into general use, many authors continued
to have reservations. For instance, for some, the word dyslexia
was considered to be synonymous with the term ‘specific learning
difficulty’ (Rutter and Yule, 1975), while for others the term ‘specific
developmental dyslexia’ (Pumphrey, 1996) was preferred.
It was not until the publication of the government document, The
Code of Practice (Department for Education and Employment, 1994)
that dyslexia was given official recognition. Even though this official
document seemed at last to be giving official recognition to the existence
of dyslexia, the relevant phrase in the document continued to
reflect some reluctance to accept dyslexia as distinct from other learning
difficulties. The document referred to ‘specific learning difficulties
(for example dyslexia)’. This statement probably reflected the continued
reservations held at that time by several educationalists regarding
the concept of dyslexia. Prior to the issue of this document, the
phrases ‘specific learning difficulty’ or ‘specific developmental dyslexia’
seemed to figure more prominently in the literature to describe
this group of children. Although dyslexia is accepted today as an official
category of specific learning difficulty, there is a debate continuing
among some educationalists over whether any kind of label is necessary
to describe this category of children with learning difficulties.
About Dyslexia:
- 1 Classification
- 2 Signs and symptoms
- 3 Cause
- 4 Management
- 5 History
- 6 Society and culture
- 7 Research
- 8 See also
- 9 Notes
- 10 References
- 11 External links
UNDERSTANDING DYSLEXIA :
The concept of dyslexia has a short history. The term dyslexia did
not come into general use until the late twentieth century. Even when
it became accepted that a discrete group of children with persistent
literacy difficulties existed, it was some time before the word ‘dyslexia’
was accepted as a word to describe them.
Prior to the 1900s the topics of childhood, child development and
how children learn were still the subject of much theorizing, without
the advantage of today’s empirical research methods. A plethora of
terms was used to describe the problem, such as word blindness, or
strephosymbolia. As most children’s learning difficulties were at that
time considered medical problems, the words used usually originated
from medicine. The medical profession played the dominant role in
the area of learning difficulties during those early days.
The first educationalist to investigate individual differences in
children’s academic abilities was Sir Francis Galton (1869). Apart from
the pioneering work of Galton, neither psychology, nor the teaching
profession, was making significant contributions at that time to the
study of the causes of childhood learning difficulties.
Before the twentieth century, children who had literacy difficulties
were considered to have medical problems, or were constitutionally
limited or poorly motivated. Just how these views could have
held prominence is difficult to appreciate today in the light of subsequent
knowledge of child development and how children learn. The
scientific study of child development had not yet fully emerged and
educational psychology was in its infancy. Research journals were few
in number, so even if scientific studies had taken place, there were few
avenues for the dissemination of results.
The situation today, in the twenty-first century, is radically different
from those early years. The development of scientific methods has
allowed investigations into learning difficulties that were not previously
possible. More importantly, scientific evidence for the existence
of the specific learning difficulty termed ‘dyslexia’ is now well established.
Although it had long been accepted that there is a discrete
group of children who have literacy difficulties despite appropriate
learning opportunities, the use of the word ‘dyslexia’ to describe this
group is of relatively recent origin.
The different terms that have been used over the years, together
with some of the significant developments in the short history of the
concept, are outlined in this chapter.
There are several types of dyslexia that can affect the child's ability to spell as well as read.
1.
"Trauma dyslexia" usually occurs after some form of brain trauma or injury to the area of the brain that controls reading and writing. It is rarely seen in today's school-age population.
2.
A second type of dyslexia is referred to as "primary dyslexia." This type of dyslexia is a dysfunction of, rather than damage to, the left side of the brain (cerebral cortex) and does not change with age. Individuals with this type are rarely able to read above a fourth-grade level and may struggle with reading, spelling, and writing as adults. Primary dyslexia is passed in family lines through their genes (hereditary). It is found more often in boys than in girls.
3.
A third type of dyslexia is referred to as "secondary" or "developmental dyslexia" and is felt to be caused by hormonal development during the early stages of fetal development. Developmental dyslexia diminishes as the child matures. It is also more common in boys.
Dyslexia may affect several different functions. Visual dyslexia is characterized by number and letter reversals and the inability to write symbols in the correct sequence. Auditory dyslexia involves difficulty with sounds of letters or groups of letters. The sounds are perceived as jumbled or not heard correctly. "Dysgraphia" refers to the child's difficulty holding and controlling a pencil so that the correct markings can be made on the paper.
What are the signs and symptoms of dyslexia: 
Classroom teachers may not be able to determine if a child has dyslexia. They may detect early signs that suggest further assessment by a psychologist or other health professional in order to actually diagnose the disorder. Letter and number reversals are the most common warning sign. Such reversals are fairly common up to the age of 7 or 8 and usually diminish by that time. If they do not, it may be appropriate to test for dyslexia or other learning problems. Difficulty copying from the board or a book can also suggest problems. There may be a general disorganization of written work. A child may not be able to remember content, even if it involves a favorite video or storybook. Problems with spatial relationships can extend beyond the classroom and be observed on the playground. The child may appear to be uncoordinated and have difficulty with organized sports or games. Difficulty with left and right is common, and often dominance for either hand has not been established. In the early grades, music and dance are often used to enhance academic learning. Children with dyslexia can have difficulty moving to the rhythm of the music.
Auditory problems in dyslexia encompass a variety of functions. Commonly, a child may have difficulty remembering or understanding what he hears. Recalling sequences of things or more than one command at a time can be difficult. Parts of words or parts of whole sentences may be missed, and words can come out sounding funny. The wrong word or a similar word may be used instead. Children struggling with this problem may know what they want to say but have trouble finding the actual words to express their thoughts.
Many subtle signs can be observed in children with dyslexia. Children may become withdrawn and appear to be depressed. They may begin to act out, drawing attention away from their learning difficulty. Problems with self-esteem can arise, and peer and sibling interactions can become strained. These children may lose their interest in school-related activities and appear to be unmotivated or lazy. The emotional symptoms and signs are just as important as the academic and require equal attention.
- One of the most obvious — and a common — telltale signs of dyslexia is reversals. Children with this kind of problem often confuse letters like b and d, either when reading or when writing, or they sometimes read (or write) words like "rat" for "tar," or "won" for "now."
- Another sure sign, which needs no confirmation by means of any form of testing, is elisions, that is when a child sometimes reads or writes "cat" when the word is actually "cart."
- The child who reads very slowly and hesitantly, who reads without fluency, word by word, or who constantly loses his place, thereby leaving out whole chunks or reading the same passage twice, has a reading problem.
- The child may try to sound out the letters of the word, but then be unable to say the correct word. For example, he may sound the letters "c-a-t" but then say "cold."
- He may read or write the letters of a word in the wrong order, like "left" for "felt," or the syllables in the wrong order, like "emeny" for "enemy," or words in the wrong order, like "are there" for "there are."
- He may spell words as they sound, for example "rite" for "right."
- He may read with poor comprehension, or it may be that he remembers little of what he reads.
- The child may have a poor and/or slow handwriting.
Causes Of Dyslexia:
1.This theory posits that reading is an unnatural act carried out by humans for an exceedingly brief period in our evolutionary history. It has been less than a hundred years that western societies promoted reading to the mass population and therefore the forces that shape our reading behavior have been weak. Many areas of the world still do not even have access to reading for the majority of the population. 2.One view is represented by the automaticity/cerebellar theory of dyslexia. Here the biological claim is that the cerebellum of people with dyslexia is mildly dysfunctional and that a number of cognitive difficulties ensue
3.The visual theory reflects another long standing tradition in the study of dyslexia, that of considering it as a visual impairment giving rise to difficulties with the processing of letters and words on a page of text. This may take the form of unstable binocular fixations, poor vergence, or increased visual crowding. The visual theory does not exclude a phonological deficit
Condition Of Dyslexia: A condition that affects the ability to process auditory information. Auditory processing disorder is a listening disability.[54] It can lead to problems with auditory memory and auditory sequencing. Many people with dyslexia have auditory processing problems including history of auditory reversals, and may develop their own logographic cues to compensate for this type of deficit. Auditory processing disorder is recognized as one of the major causes of dyslexia.[54][55][56][57] Some children can acquire auditory processing disorder as a result of experiencing otitis media with effusion (glue ear, sticky ear, grommets) and other severe ear conditions. A neurological condition characterized by a marked difficulty in carrying out routine tasks involving balance, fine-motor control, kinesthetic coordination, difficulty in the use of speech sounds, problems with short term memory and organization are typical of dyspraxics.
Research :
Brain scanning or neuroimaging as we know it today began to be developed in the 1980s , 1990s. The present day Brain Imaging Techniques are:
- Computed tomography (CT) or computed axial tomography (CAT)
- Diffuse optical imaging (DOI) or Diffuse Optical Tomography (DOT)
- Event-related optical signal (EROS)
- Magnetic resonance imaging (MRI),
- Functional magnetic resonance imaging (fMRI)
- Magnetoencephalography (MEG) which also uses superconducting quantum interference devices (SQUIDs)
- Positron emission tomography (PET)
- Single photon emission computed tomography (SPECT).
Treatment Of Dyslexia :
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!
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!
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.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.
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 child’s 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.
Tray game - For this game you need alphabet letters and an assortment of objects. Place one object at a time on the table, together with a selection of letters, one of which is the initial letter of the object (e.g. a plastic dog - with the letters 'a', 'c', 'd', 'h', 'm'). The child must find the letter whose sound the object begins with. Alternatively, you can put out one letter and five objects, the child having to pick the object beginning with the letter. This game can include the use of consonant blends and digraphs as initial, medial or final phonemes.
Sending home a reading book the child already knows - I have found that a good reading experience for homework is sending home a carefully chosen book, which I have used all week for the Literacy Hour. In class the child has had a whole week of fun activities and sensitive support based on and using the book. If the learning experience has been pleasurable, they enjoy sharing the story - which they have become familiar and confident using - with their family at home during the weekend.
The 'bed' trick to help with 'b' and 'd' - My dyslexic students have learned to do the 'bed trick' when confused with b/d. They have learned to make the letter b with their left hand (forefinger comes to the thumb to make the circle of the b while the other fingers are straight) and their right hand forms the letter d using the same method. Initially I taught them they could imagine the 'e' for the word bed between their right and left hands. Quickly they learned to apply this method on their own. Now when a student is confused with a b/d, if they do not do the bed trick on their own, I just ask them to do the trick. When prompted to do the trick they quickly realize they have been using the wrong letter and can determine the correct one! . 
Writing in cursive - I have cut pieces of screen and taped the edges with duct tape. When a child has a problem writting a letter in cursive I write that letter on a piece of paper, put it under the screen, and then have the child trace it several times. Then I put a piece of paper on top and have the child write the letter with a crayon. There is a little resistance that adds to the sensation of writing. The kids love it. 
Box of Rice - When I was a child my mom filled up a shoebox with rice that she always had on a special spot on the floor. Kids like to sit on the floor, because it makes them feel less like they're working at a desk and less intimidated like I got in a school environment, so this was good for me. I'd go to that spot and write out letters and numbers and sentences very slowly in the rice one character at a time so I really felt the letters. Between each letter you just shake the shoe box a little bit which is also nice because if you make a mistake, you just have to shake it and it's gone; there are no leftover marks from a bad eraser that gets embarrassing after so many mistakes. Also, it's kind of fun to shake a box of rice. It is a great tactile way to learn letters. MANY PEOPLE WORK ON THIS FOR MAKE THE KIDS FREE FRM DIESEASE
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- Dentistry
- Depression
- Dermatology
- Diabetes
- Dyslexia
- Categories H-L
- Headache / Migraine
- Health Insurance / Medical Insurance
- Hearing / Deafness
- Heart Disease
- HIV / AIDS
- Huntingtons Disease
- Hypertension
- Immune System / Vaccines
- Infectious Diseases
- Inflammatory Bowel Disease
- Irritable Bowel Syndrome
- IT / Internet / E-mail
- Litigation
- Liver Disease / Hepatitis
- Lung Cancer
- Lupus
- Lymphology / Lymphedema
- Lymphoma / Leukemia
- Categories M-O
- Medical Devices / Diagnostics
- Medical Malpractice
- Medical Practice Management
- Medical Students / Training
- Medicare / Medicaid / SCHIP
- Melanoma / Skin Cancer
- Men's Health
- Menopause
- Mental Health
- MRI / PET / Ultrasound
- MRSA / Drug Resistance
- Multiple Sclerosis
- Muscular Dystrophy / ALS
- Myeloma
- Neurology / Neuroscience
- Nursing / Midwifery
- Nutrition / Diet
- Obesity / Weight Loss / Fitness
- Ovarian Cancer
- Categories P-R
- Pain / Anesthetics
- Palliative Care / Hospice Care
- Pancreatic Cancer
- Parkinson's Disease
- Pediatrics / Children's Health
- Pharma / Biotech Industry
- Pharmacy / Pharmacist
- Plastic Surgery
- Pregnancy / Obstetrics
- Premature Ejaculation
- Preventive Medicine
- Primary Care / General Practice
- Prostate / Prostate Cancer
- Psychology / Psychiatry
- Public Health
- Radiology / Nuclear Medicine
- Regulatory Affairs / Drug Approvals
- Rehabilitation / Physical Therapy
- Respiratory
- Restless Legs Syndrome (NEW)
- Categories S-Z
- Schizophrenia
- Seniors / Aging
- Sexual Health / STDs
- Sleep / Sleep Disorders
- Smoking / Quit Smoking
- Sports Medicine / Fitness
- Statins
- Stem Cell Research
- Stroke
- Swine Flu
- Transplants / Organ Donations
- Tropical Diseases
- Tuberculosis
- Urology / Nephrology
- Vascular
- Veterans / Ex-Servicemen
- Veterinary
- Viruses / Bacteria
- Water - Air Quality / Agriculture
- Women's Health
Use ful website for dyslexia people :
http://www.dyslexiaaction.org.uk/
NOTE:
there are 40% of child in amarica are suffer frm this dylexia . in our india they also occur and many child and young suffer frm this .when u dont know wht is dislexia you can see the aamir movie taare zameen par
This Are Suffer From This Dyslexia
Health Care We provides you variours health related facilities and services, online health and care.Home
Eye Care & Addictions Health Care, Cosmetic Surgery, Herbal Products, Power Yoga, Eye Care & Addictions.Home
Dyslexia
What is it? | What causes it? | How to Identify | Diagnostic Tests | Guide for Parents | Hints for Teachers | Support
| Parenting | Understanding | Learning Disability | Intelligence
Conclusion :
Most dyslexic students do not want to be labelled as. being a 'special case'. .... Tell your mentor, how your dyslexia affects you.
Conclusion :
Most dyslexic students do not want to be labelled as. being a 'special case'. .... Tell your mentor, how your dyslexia affects you.
